Children as designers of web portals

Large, Andrew; Beheshti, Jamshid; Nesset, Valerie; Bowler, Leanne

doi:10.1002/meet.1450400118

Cited by 18 publications

(12 citation statements)

References 23 publications

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“…Technology is clearly not a substitute for human interaction and attention to the unique needs of each child, nor should it be the scapegoat when these things are not provided. However, attention to design that is developmentally appropriate and supportive of children's needs as exemplifi ed by recent adult/child design collaborations (Druin, 2002;Bilal, 2003;Large, Beheshti, Nesset, & Bowler, 2003) moves us closer to a wiser, more enlightened implementation of technology as a tool for children's learning. The concept of children as design partners demonstrates a respect for their intelligence and creativity as well as increases the likelihood of usability and high interest level for children.…”

Section: Summary and Closing Thoughtsmentioning

confidence: 99%

Developmentally Appropriate Digital Environments for Young Children

Cooper¹

2005

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The developmental level of child information seekers affects their ability to interact with digital technology as a means to satisfy their information needs. Principles of child development and learning that inform developmentally appropriate practice must be considered when designing digital environments for the very young. Cognitive, physical, social, and emotional development impact a child's ability to interact successfully with a digital environment. These developmental considerations and design responses supportive of young children's information-seeking behavior, as well as perspectives of theorists in the area of child development and system design, are addressed.

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Section: Summary and Closing Thoughtsmentioning

confidence: 99%

Developmentally Appropriate Digital Environments for Young Children

Cooper¹

2005

lib

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“…They organized two intergenerational teams-the researchers with sixth-or third-grade students. Each team worked over a number of sessions to design a Web portal suitable for elementary school students, starting with simple drawings and working toward a low-tech prototype (Large, Beheshti, Nesset, & Bowler, 2003a, 2003b. The team plans to build a high-level working prototype of each portal to be evaluated by elementary school students.…”

Section: Portal Designmentioning

confidence: 99%

Children, teenagers, and the Web

Large

2005

Annual Review Info Sci & Tec

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IntroductionThe rapid penetration of the Web into schools, libraries, and homes since the mid-1990s has opened many opportunities for children and teenagers to enrich their educational, leisure, and social activities. It has also raised issues concerning young people's access to the Web; its educational efficacy; and its potential to foster social isolation, undermine moral well-being, and threaten personal safety. These developments have encouraged research in a number of disciplines to answer such questions as who is using the Web, for which purposes is it being used, what educational role can it play, how can it most effectively be exploited as an information resource, and how can its potentially negative aspects be countered. To date, however, little has been done to synthesize such research, although a good start has been made by Abbas (2003) in her article published in the Encyclopedia of Library and Information Science. Such a synthesis is complicated by the very broad scope of the topic, the multidisciplinary nature of the research literature, and the uneven international distribution of research data.This chapter is organized into seven parts. The first part establishes the scope of the chapter, indicating exactly what aspects from this very broad research area are included and excluded. Part two considers largescale national surveys of access to and use of the Web by children and teenagers. The third part deals with research on the information-seeking behavior of this user community. Part four looks at design criteria for Web sites intended to be used by children and teenagers. Part five focuses on the three main Web applications: education, leisure, and social interaction. The sixth part looks at issues relating to Web content, especially pornographic material, and the personal safety of young Web users in a networked and uncontrolled environment. The final part considers future research agendas in this rapidly developing area. ScopeIn order to make a review of the literature relating to young people and the Web manageable within the limitations of a single ARIST chapter, 347348 Annual Review of Information Science and Technology certain constraints have been imposed. First, we must consider the Web itself. In this review, attention is focused on that part of the Web that is freely accessible via general-purpose search engines and subject directories; other areas of undoubted importance are omitted. Research studies of digital libraries accessible through the Web are not considered here, even though these libraries may be intended specifically for young people, as in the case, for example, of the International Children's Digital Library (Druin, Bederson, Weeks, Farber, Grosjean, Guha, et al., 2003) or the ARTEMIS Digital Library project (Abbas, Norris, & Soloway, 2002). Web-based reference services have also been excluded (a good overview can be found in Lankes, 2003). A considerable research literature can also be found on educational software products that are delivered via the Web (see, for example,...

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“…Each portal was also tested with a focus group of four students, and some modifications were made based on their comments (these all related to the clarity of screen captions). Screen reproductions as well as a discussion of both designs can be found in Large et al, (2003). Both portals are currently operational on the Web but are password-protected.…”

Section: The Web Portalsmentioning

confidence: 99%

Web portal design guidelines as identified by children through the processes of design and evaluation

Large

Beheshti

Nesset

et al. 2006

Proc of Assoc for Info

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The Web is an important source of information for school projects, but young users do not always find it easy to locate relevant material. A critical factor in success is the portal through which they search or browse web content. Traditionally web portals have been designed by adults with young users in mind, but there is very little evidence that the latter make use of them. In this paper design guidelines are elaborated for such portals that are based upon focus group and operational evaluations by elementary school students of two prototype web portals designed by two intergenerational teams, each comprising elementary school students and adult designers. The evaluations offer strong support for involving children throughout the design process for portals that both in presentation and functionality reflect the cognitive and affective needs of young users rather than adults.

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Children as designers of web portals

Cited by 18 publications

References 23 publications

Developmentally Appropriate Digital Environments for Young Children

Developmentally Appropriate Digital Environments for Young Children

Children, teenagers, and the Web

Web portal design guidelines as identified by children through the processes of design and evaluation

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