We introduce a model for supporting collaborative work between people that are physically close to each other. We call this model Single Display Groupware (SDG). In this paper, we describe this model, comparing it to more traditional remote collaboration. We describe the requirements that SDG places on computer technology, and our understanding of the benefits and costs of SDG systems. Finally, we describe a prototype SDG system that we built and the results of a usability test we ran with 60 elementary school children.

Since its creation, the Cooperative Inquiry method of designing technology with and for children has been refined, expanded, and sometimes questioned. Cooperative Inquiry has been adopted and used widely throughout the world and continues to evolve and grow to meet current needs. This paper examines the origins of Cooperative Inquiry, discusses how it has changed since its original inception, and clarifies the intent of its techniques. This paper concludes by presenting how Cooperative Inquiry can support designing with and for today's international, independent, interactive, and information active children in the context of the developing world, mobile computing, social computing, and the ubiquity of search.

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At the University of Maryland, an interdisciplinary team of researchers from information studies, computer science, education, art, and psychology work together with seven children (ages 7-11) to design new digital libraries for children. Working with children has led to new approaches to collection development, cataloging (metadata standards), and the creation of new technologies for information access and use. This paper presents a discussion of the interdisciplinary research landscape that contributes to our understanding of digital libraries for children; examines a case study on the development of the International Children's Digital Library; and discusses the implications from this research as they relate to new technology design methods with children and new directions for future digital libraries. Recent studies have shown that children (ages 7-13) have a strongly positive view of technology and that technology is a key part of how they define themselves (Center for

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