An interface design approach to encouraging online contributions among underrepresented youth

Denise C. Nacu; Caitlin K. Martin; Jim Sandherr; Nichole Pinkard

doi:10.4018/978-1-5225-2005-4.ch009

An interface design approach to encouraging online contributions among underrepresented youth

Denise C. Nacu^*, Caitlin K. Martin, Jim Sandherr, Nichole Pinkard

^*Corresponding author for this work

School of Education and Social Policy

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

Abstract

Research has revealed how actively contributing to online communities can build technological competencies related to 21st century learning and build identities as creators. However, recent studies have also shown that inequities exist in terms of who is participating. Addressing this problem, this chapter foregrounds user interface design as an important mediator that shapes how certain populations of youth can take advantage of learning opportunities. Focusing on the use of an online social learning network in an urban middle school of predominantly Latino students, the authors present the iterative design of a feature intended to encourage student contributions. The authors argue that there is a need to attend to the user interface design of online social learning systems as a way to create opportunities and to encourage youth from underrepresented groups to participate fully.

Original language	English (US)
Title of host publication	Moving Students of Color from Consumers to Producers of Technology
Publisher	IGI Global
Pages	174-196
Number of pages	23
ISBN (Electronic)	9781522520061
ISBN (Print)	9781522520054
DOIs	https://doi.org/10.4018/978-1-5225-2005-4.ch009
State	Published - Dec 12 2016

ASJC Scopus subject areas

Social Sciences(all)

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10.4018/978-1-5225-2005-4.ch009

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An interface design approach to encouraging online contributions among underrepresented youth

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