Children and young people make extensive and varied use of digital and online technologies, yet issues about how their personal data may be collected and used by online platforms are rarely discussed. Additionally, despite calls to increase awareness, schools often do not cover these topics, instead focusing on online safety issues, such as being approached by strangers, cyberbullying or access to inappropriate content. This paper presents the results of one of the activities run as part of eleven workshops with 13-18 year olds, using co-designed activities to encourage critical thinking. Sets of 'data cards' were used to stimulate discussion about sharing and selling of personal data by online technology companies. Results highlight the desire and need for increased awareness about the potential uses of personal data amongst this age group, and the paper makes recommendations for embedding this into school curriculums as well as incorporating it into interaction design, to allow young people to make informed decisions about their online lives.
In recent years, we have witnessed the emergence of large-scale centres of command and control that bring together a range of personnel from various services responsible for the management of day-to-day incidents and events. These multi-centre control rooms stand in marked contrast to what Suchman termed 'centres of coordination' (Suchman 1997), that have typically formed the focus of much research within HCI and CSCW. In this paper, we explore the practices and technical resources within one of these very large multi-centre control rooms. Staff in this control room do collaborate with colleagues who are co-present, but there is little reliance on the subtle interactional practices found in earlier studies. However, one information system is critical for collaboration and managing incidents that arise. This is the information system that is used to record incidents. Unlike in previous settings where records were made after an incident had taken place, these records are used for the concurrent management of activities. We consider the practices through which staff assemble these records to serve the demands of different individuals, with differing responsibilities in various organisations within the control room. We consider instances of co-present collaboration and suggest that these are often to ameliorate problems with the records rather than supporting real-time colocated activities. Although staff may be co-present in these multi-centre control rooms they have different kinds of technological resources available to them, and a different 'division of labour'. This can undermine the integration of these resources within forms of work. We conclude by discussing the implications for our understanding of co-present work and also for the methods and approaches we can draw upon for understanding these contemporary workplaces.
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