Information and Learning Sciences: Volume 122 Issue 11/12

Building personas from phenomenography: a method for user-centered design in education

Tra Huynh, Adrian Madsen, Sarah McKagan, Eleanor Sayre

Personas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design…

Digital civic learning in schools: Youth perspectives and experiences

Daniela K. DiGiacomo

While living in the information age is not new, the continued spread of dis/mis/information in tandem with rising partisanship has made clear the educational need for robust and…

Epistemic beliefs and internet reliance – is algorithmic authority part of the picture?

Tore Ståhl, Eero Sormunen, Marita Mäkinen

The internet and search engines dominate within people’s information acquisition, especially among the younger generations. Given this trend, this study aims to explore if…

How do designers and engineers practice design while Making? A narrative inquiry of designers who Make

Avneet Hira, Morgan Hynes

The purpose of this paper is to understand how designers and engineers practice design while Making. Motivated by their roots in constructionist learning principles, Makerspaces…

Assessing elementary students’ collaborative problem-solving in makerspace activities

Danielle Herro, Cassie Quigley, Oluwadara Abimbade

The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and…

SCAFFOLDing all abilities into makerspaces: a design framework for universal, accessible and intersectionally inclusive making and learning

JooYoung Seo, Gabriela T. Richard

In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and…