Examining Adult-Child Interactions in Intergenerational Participatory Design

Yip, Jason; Sobel, Kiley; Pitt, Caroline; Lee, Kung Jin; Chen, Sijin; Nasu, Kari; Pina, Laura R.

doi:10.1145/3025453.3025787

Cited by 104 publications

(75 citation statements)

References 39 publications

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“…This array of potentially critical stakeholder perspectives requires careful attention to user identification, which can be optimized by incorporating a systematic user identification process (e.g., Kujala and Kauppinen 2004). This may be coupled with participatory HSRP design processes that incorporate design partnerships between adults and children (e.g., Druin 1999;Yip et al 2017), especially in cases (such as parent training EBPIs) that rely on effective interactions for therapeutic effects.…”

Section: Special Considerations For Designing Hsrps For Youth Mental mentioning

confidence: 99%

Designing the Future of Children’s Mental Health Services

Lyon

Dopp

Brewer

et al. 2020

Adm Policy Ment Health

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Advancements in evidence-based psychosocial interventions, digital technologies, and implementation strategies (i.e., health services research products) for youth mental health services have yet to yield significant improvement in public health outcomes. Achieving such impact will require that these research products are easy to use, useful, and contextually appropriate. This paper describes how human-centered design (HCD), an approach that aligns product development with the needs of the people and settings that use those products, can be leveraged to improve youth mental health services. We articulate how HCD can advance accessibility, effectiveness, and equity, with specific consideration of unique aspects of youth mental health services.

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Section: Special Considerations For Designing Hsrps For Youth Mental mentioning

confidence: 99%

Designing the Future of Children’s Mental Health Services

Lyon

Dopp

Brewer

et al. 2020

Adm Policy Ment Health

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“…However, when doing PD with children there are different kinds of activities than just observing children, and the designer may want to adopt different roles depending on the kind of activity. In the context of PD, Yip et al [30] have therefore defined four roles for adults that match the roles of children as previously defined by Druin [7]: users, testers, informants, and design partners. According to Yip et al [30], when the child is a user, the adult is an observer, when the child is a tester, the adult is a test facilitator, when the 2 Figure 3: Relationship between the adult researcher and children according to Fine and Glassner [8] child is an informant, the adult is an interpreter; and when the child is a design partner, the adult is also a design partner.…”

Section: Related Workmentioning

confidence: 99%

“…The related research discussed above provides some insights in the intricacies of doing PD as a hybrid practice where children and adults are involved. Fine and Glassner [8] showed that the role of the researcher may be defined by the presence or absence of certain dimensions and Yip et al [30] suggested an interdependency of roles by connecting the designer's role to the child's role. Neither of these two sources took the presence of other adults explicitly into account, although Fine and Glassner did state that "[t]he participant observer without formal authority must also gain rapport with adults, authorities, or guardians who are or potentially might be present".…”

Section: Related Workmentioning

confidence: 99%

Modelling the roles of designers and teaching staff when doing participatory design with children in special education

Barendregt

Börjesson

Eriksson

et al. 2018

Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1

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In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year project in a special education school, we first present a two-dimensional model for 'who participates with whom in what', describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer's relational work to balance the different kinds of authority and what may happen if there are mismatches between the different stakeholders' expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will play out, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be prepared for the situations they may encounter in their own work in special education schools.

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“…In this study, we used a codesign methodology called Cooperative Inquiry (Figure ) to work closely with children, librarians, and researchers as equal design partners. Cooperative Inquiry examines how children and adults can work together as equal and equitable design partners (Druin, ; Yip et al, ). Figure summarizes the relationships of these design concepts.…”

Section: Introductionmentioning

confidence: 99%

“…We highlight Javier's work as a librarian seeking more opportunities for digital instructional design and his design partnership with the KidsTeam UW children. Using a model of design partnerships (Yip et al, ), we analyzed video recordings and stakeholder interviews on how KidsTeam UW researchers and children (ages 7–11) worked together with adults at a library to develop new digital learning activities for children and family patrons. Our discussion focuses on the development of a conceptual model that situates and contextualizes youth librarians as design partners with youth.…”

Section: Introductionmentioning

confidence: 99%

Design partnerships for participatory librarianship: A conceptual model for understanding librarians co designing With digital youth

Yip

Lee

2019

Asso for Info Science & Tech

Self Cite

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Libraries play a central role for youth and digital learning. As libraries transition to learning spaces, youth librarians can engage in aspects of democratic design that empowers youth. Participatory design (PD) is a user‐centered design method that can support librarians in the democratic development of digital learning spaces. However, while PD has been used in libraries, we have little knowledge of how youth librarians can act as codesign partners. We need a conceptual model to understand the role of youth librarians in codesign, and how their experiences are integrated into youth design partnerships. To generate this model, we examine a case study of the evolutionary process of a single librarian and the development of a library system's learning activities through PD. Using the idea of equal design partnerships, we analyzed video recordings and stakeholder interviews on how children (ages 7–11) worked together with a librarian to develop new digital learning activities. Our discussion focuses on the development of a participatory librarian design conceptual model that situates librarians as design partners with youth. The article concludes with recommendations for integrating PD methods into libraries to create digital learning spaces and suggestions for moving forward with this design perspective.

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Examining Adult-Child Interactions in Intergenerational Participatory Design

Cited by 104 publications

References 39 publications

Designing the Future of Children’s Mental Health Services

Designing the Future of Children’s Mental Health Services

Modelling the roles of designers and teaching staff when doing participatory design with children in special education

Design partnerships for participatory librarianship: A conceptual model for understanding librarians co designing With digital youth

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