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What we learn when designing with marginalised children

Ibrahim, S; Brulé, E; Benton, L; Hornof, AJ; Beneteau, E; Metatla, O; Yiannoutsou, N; (2020) What we learn when designing with marginalised children. In: Rubegni, E and Vasalou, A and Burguès, NP and Sawhney, N, (eds.) IDC '20: Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts. (pp. pp. 111-117). Association for Computing Machinery (ACM): New York, NY, USA. Green open access

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Abstract

Designing with marginalised children often produces detailed insights about their lives and communities. Whilst it is possible to extract methodological and artefact-centred knowledge from existing design cases, it can be difficult to utilise and build on some of the more complex and multifaceted issues that these generate, for instance, how researcher decisions inform design outcomes. In this workshop, we invite researchers to reflect on the insights design case studies with marginalized children offer to the larger Children-Computer Interaction (CCI) community. Our goals are to reflect on what kinds of insights are generated; what we as design researchers and practitioners would have wanted to know prior to undertaking such work, and; to identify ways of communicating these insights.

Type: Proceedings paper
Title: What we learn when designing with marginalised children
Event: 2020 ACM Interaction Design and Children Conference
ISBN-13: 9781450380201
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/3397617.3398067
Publisher version: https://doi.org/10.1145/3397617.3398067
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10111691
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