Participatory Youth Research about Connected Learning

Participatory Youth Research about

Connected LearningBen Kirshner (Network Advisor), Adam York, Ashley Cartun, Josie Chang-Order

YPAR•When young people engage in joint work with adults to study systematically and take action to address topics relevant to the group, often focused on equity or access

• Vehicle for knowledge production and a learning experience for participants

Cammarota & Fine (2008); Rubin & Jones (2007); Sabo-Flores (2007); Torre & Fine (2008)

Knowledge production

Public action and impact

Catalyzing critical perspectives

“Voice” (of any kind)

Knowledge production

Public action and impact

“Voice” (of any kind)

Learning opportunity or public product?

Catalyzing critical perspectives

Knowledge production

Public action and impact

“Voice” (of any kind)

Learning opportunity or public product? Joint work or…?

Catalyzing critical perspectives

Knowledge production

Public action and impact

“Voice” (of any kind)

Learning opportunity or public product? Joint work or…?

Catalyzing critical perspectives

Connected Learning Youth Research Phase

One

Research Questions• What draws youth to Connected Learning spaces, what kinds of things

they do there, and what do they learn while they are in those spaces?

• What are some of the supports and barriers to interest development that young people experience?

Connected Learning Sites• Documentary filmmaking• School for game design and critical research• Literacy and community service• Arts and humanities after school programming• Library teen space (in re-design)

Research Design

• Youth participatory research

• Google Hangouts to facilitate training and discussion

Opening hangout-Research questions-Ethics

Introduce research method (ex. interviews)

Collect data

Discuss results of data collection

Analysis across full data set

Recommendations or action from analysis

The Participatory Advantage (Phase 1)

The Participatory Advantage (Phase 1)

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Content Analysis: Interview Data

The Participatory Advantage (Phase 1)

Projec

t con

strain

ts

Time m

anag

emen

t

Other s

tuden

ts

Asking

peop

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The p

hysica

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Techn

ologic

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cultie

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on0

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YPR DiscussionSo much to do, so little timePeer pressure (& “Haters”)TransportationAbsence of connections to prosPersonal determinationLack of tech and art resourcesLack of recognition

Content Analysis: Interview Data

Phase 1Knowledge production

Public action and impact

Catalyzing critical perspectives

“Voice” (of any kind)

Phase 2

Knowledge production

Public action and impact

Catalyzing critical perspectives

“Voice” (of any kind)

PHASE 2Designing for analysis and action- Adequate time- Linking to an audience- Organize for action steps

DiscussionPossible questions• How do you think about participatory research in your

work? • What do you see as key design principles for

participatory action research?

Phase 2: Pathways ProjectFrom Connected Learning to Sustainable Futures

How do young people want to be recognized for the skills/abilities they’ve developed in CL programs, and how are they actually recognized in other settings?

How do youth navigate shifting and often uncertain pathways to future work?

How do programs assist young people in identifying or pursuing future pathways?

CLRN Youth Participatory Research: Phase 2Peer/alum/mentor interviews

Site feedback/future design work

Self-ethnography (mapping)

June

May July

Aug. Oct.

Sept. Nov.

Dec.

Developworkshops

Summer Session: Research

Fall Session: Design & Action

April

External feedback

Link to DML community

Mapping as method

Phase one mapping task• Key locations where you spend time during the day• Home• School• Connected Learning Site

• For each of the sites you have identified, write down • Who is there? Who travels with you across settings? • What interests do you pursue at these different places?• What stuff do you bring with you?

Artifacts produced

People

Interests

Pathways

Value of mapping• There are some people and objects that travel between locations that help to connect activities

•Useful tool for encouraging conversation around connected learning principles and outcomes (i.e. the artifact was driver of talk in the hangout)

How we are thinking about re-design•Mapping the Connected Learning space• Show the important features within the site• Show where you are “visible” here

•Using this method to better interrogate last mile pathways… or connecting out• Using mapping as a tool for young people to develop

critical awareness and analytical skills about barriers and opportunities

Discussion questions• In your own work, what have you noticed about how the social organization of space and/or geography shapes access to CL opportunity, particularly in the “last mile”?

• If you were going to ask youth to map their interests and access to opportunity, what kinds of variables or prompts would you ask?