The Journal of Community Informatics http://ci-journal.net/index.php/ciej <p>The latest issue of the Journal, <a href="/index.php/ciej/issue/current">Volume 13, number 3 (2017)</a>, has just been published.</p> <p><strong>Michael Gurstein: a tribute</strong></p> <p><em>Open call for an extraordinary issue honoring our friend, colleague, and founding editor</em></p> <p>The global network of Community Informatics scholars and practitioners would like to celebrate the life and contributions of the founding Editor of this journal, Michael Gurstein, who left us on October 8, 2017. Michael led the Journal for almost 12 years, from idea to inception. As a consequence of his effort,&nbsp; the Journal has become a respected forum for exchanging ideas, experiences and knowledge around the theory and practice of Community Informatics globally.</p> <p>When he left the Journal’s regular editorial management, Michael became Editor Emeritus and continued to take a strong interest in the sustainability of the Journal. The current editorial team strives to continue the work that Michael defined so eloquently in the past decade. JoCI remains committed to these defining principles, as a Journal that serves to advance both scholarship and practice for all those involved in the many aspects of Community Informatics. This includes, inter-alia, academics, practitioners, decision-makers, activists, at all levels of involvement, and from all over the world. The legacy of JoCI is also Michael’s legacy, and we are proud to be following in his steps.</p> <div> <p>To express our gratitude for this legacy and as a tribute to his work, the Journal is inviting three types of contributions for this special non-sequential issue:</p> <ul> <li class="show">Short contributions: These should be approximately 300 words, of a personal nature, remembering Michael, sharing aspects of his life and / or the experience of working with him;</li> <li class="show">Longer contributions: These should be approximately 1000 words, and comprise comments on his work. This may include any aspect of his writing on Community Informatics, communities, the Internet and social justice.</li> <li class="show">Photographic contributions: These should be accompanied by a short text (max 200 words) and comprise of an album of selected photos featuring Michael and his life and work .</li> </ul> <p>The extraordinary issue is primarily an opportunity to share and reflect on our friend, mentor and colleague. As such the editorial team will review the contributions with minimal assessment and no requirements of specific standards. If you wish to contribute a full length article, which may also be construed as a tribute to Michael, please submit it to a regular issue to guarantee the normal academic or professional recognition deserved.</p> <p><strong>Submission process</strong></p> <p>Please submit your contribution to the Journal following the regular process but selecting “POV-Gurstein issue” as “section” of the Journal (POV = point of view). You must follow the regular submission process of the Journal to facilitate indexing and referencing. The submission may be in a simple format, with just title and author(s), an email address if so willing; and in doc, docx or odt format for text or jpg for photos or mp4 for video. The Journal will convert the written contributions into a PDF file and will publish as the submissions arrive and are approved by the editorial team.</p> <p>We are planning for the initial publication to be available at the end of October 2017, and will continue accepting contributions at least till March 2018.</p> <p>If you have any questions or comments, please write to <a href="mailto:evillan@gmail.com">evillan@gmail.com</a>.</p> <p>Thanks for your interest in this publication, please share this call widely so that it will reach all Michael’s extensive network of colleagues.</p> <p><strong>The Editorial Team, The Journal of Community Informatics</strong></p> <p>Eduardo Villanueva-Mansilla, Editor-in-Chief.</p> <p>Susan O’Donnell, Brian Beaton, Shaun Pather, David Nemer, Associate Editors.</p> </div> <p><strong>--------</strong></p> <p><span style="font-style: italic;">The Journal of Community Informatics</span> provides an opportunity for <a href="http://en.wikipedia.org/wiki/Community_informatics">Community Informatics</a> researchers and others <a href="/index.php/ciej/about/editorialPolicies#focusAndScope">to share their work with the larger community</a>. Through the Journal's application of a rigorous peer review process, knowledge and awareness concerning the community use of Information and Communications Technology (ICT) is being brought to a wider professional audience.</p> <p>In addition, the Journal makes available key documents, “points of view”, notes from the field and other materials that will be of wider interest within the community of those working in Community Informatics.</p> <p>Original funding for the Journal was provided by the <a href="http://archive.iprp.ischool.utoronto.ca/cracin/index.htm">Canadian Research Alliance for Community Innovation and Networking (CRACIN)</a>, a project funded by the <a href="http://www.sshrc-crsh.gc.ca/">Canadian Social Science and Humanities Research Council</a>.</p> <p>Statistics concerning the readership of individual articles may be found <a href="/reports/">here</a> and daily/monthly journal access statistics may be found <a href="/stats/">here</a>.</p> <p><strong>----------------</strong></p> <p><strong>Editor-in-Chief<br></strong><strong>Eduardo Villanueva-Mansilla</strong></p> <p>Department of Communications, Pontificia Universidad Católica del Perú<br>Lima, PERU.<br><a href="mailto:evillan@pucp.pe">evillan@pucp.pe</a></p> en-US The Journal of Community Informatics 1712-4441 <div id="copyrightNotice" class="copyright_notice"> <p>All material submitted to the Journal of Community Informatics is protected by and subject to the Creative Commons Public License "Attribution-NonCommercial-ShareAlike 4.0 International". Subject to the following conditions, all material submitted to the Journal of Community Informatics may be freely copied, distributed, or displayed, or modified:</p> <ul> <li class="show"><strong>Attribution. </strong>You must attribute the work in the manner specified by the author or licensor.</li> </ul> <ul> <li class="show"><strong>Noncommercial. </strong>You may not use this work for commercial purposes.</li> </ul> <ul> <li class="show"><strong>Share Alike. </strong>If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one.</li> </ul> <p>See the <a href="http://creativecommons.org/licenses/by-nc-sa/4.0" rel="license">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a> for complete details.</p> <p><!--Creative Commons License--><a href="http://creativecommons.org/licenses/by-nc-sa/4.0" rel="license"><img src="http://creativecommons.org/images/public/somerights20.png" alt="Creative Commons License" border="0"></a></p> <!--/Creative Commons License--><!-- <rdf:RDF xmlns="http://web.resource.org/cc/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"> <Work rdf:about=""> <license rdf:resource="http://creativecommons.org/licenses/by-nc-sa/2.5/"></license> <dc:type rdf:resource="http://purl.org/dc/dcmitype/Text" ></dc:type> </Work> <License rdf:about="http://creativecommons.org/licenses/by-nc-sa/2.5/"><permits rdf:resource="http://web.resource.org/cc/Reproduction"></permits><permits rdf:resource="http://web.resource.org/cc/Distribution"></permits><requires rdf:resource="http://web.resource.org/cc/Notice" ></requires><requires rdf:resource="http://web.resource.org/cc/Attribution" ></requires><prohibits rdf:resource="http://web.resource.org/cc/CommercialUse"></prohibits><permits rdf:resource="http://web.resource.org/cc/DerivativeWorks"></permits><requires rdf:resource="http://web.resource.org/cc/ShareAlike" ></requires></License></rdf:RDF> --></div> On travails and perspectives: the future of JoCI http://ci-journal.net/index.php/ciej/article/view/1464 Eduardo Villanueva-Mansilla ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-14 2018-11-14 14 1 The Digital Fringe and Social Participation through Interaction Design http://ci-journal.net/index.php/ciej/article/view/1451 <p>&nbsp;Digital inclusion and its implications for social participation is emerging as a key issue for researchers, designers, educators, industry and communities, as contemporary society shifts from top-down decision-making to a more inclusive process that collaborates with a variety of demographics. Yet, this shift tends to predominantly focus on mainstream communities of highly urbanised settlements, often neglecting segments of society that lack access to resources, digital technology or telecommunications infrastructure. Likewise, people from culturally diverse and marginalised backgrounds, or who are socially excluded, such as people living with disabilities, the elderly, disadvantaged youth and women, people identifying as LGBTQIA, refugees and migrants, Indigenous people and others, are particularly vulnerable to digital under-participation, thereby compounding disadvantage. This special issue presents practical, innovative, and sensitive design solutions to support digital participation for older adults, children with barriers to digital access and urban and regional fringe communities. The intention is to foster digital skills within and across communities, investigate the role of proxies in digital inclusion as an enabler of social interactions, and discuss design strategies and methods for sustaining digital inclusion to eliminate the dilemma of under-participation in the future.</p> Luke Hespanhol Hilary Davis Joel Fredericks Glenda Amayo Caldwell Marius Hoggenmüller ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-05 2018-11-05 14 1 The Circles of Connections http://ci-journal.net/index.php/ciej/article/view/1452 <p>In modernity, there is a growing obsession with tracking various aspects of an individual’s life, that is the ‘quantified self’. The latest trends in technology have made it much easier to track many elements of life such as heart rate, weight loss, fitness activity, and sleep patterns. The list can be extended by collecting data on others as well (such as a baby or pet), leading to the notion of the ‘quantified other’. This new wave in quantified self/other data has an impact on social and behavioural science research as well, moving the field away from a focus on survey studies towards more complex data-driven approaches. However, feasible ways of measuring the more intangible aspects of life such as connectedness, feelings, and resilience are rarely on offer in the self-quantified market. To address this, in partnership with Red Cross Australia, we have developed a social visualisation tool that helps people to assess their social connections, and understand how these connections contribute to aspects of social capital such as participation, support, feelings of safety and trust. We believe having such a tool to self-quantify an individual’s social connections offers the potential for better public health outcomes. The greater impact can be made at a community level to understand and facilitate social connections of diverse communities and raise awareness about their needs. Enriching such information with other spatial or sociodemographic data can help organisations like the Red Cross for provision of targeted supports particularly around areas of disaster management and engaging marginalised or vulnerable populations, and thus to build more resilient communities.</p> Arezou Soltani-Panah Tracy De Cotta Jane Farmer Amir Aryani ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-05 2018-11-05 14 1 60+ Online: http://ci-journal.net/index.php/ciej/article/view/1458 <p>Seniors are amongst the most digitally excluded in Australia. Despite the increasing popularity of social media, seniors often lack access to technology and to basic digital skills. Thus many seniors do not derive the social benefits and service realisation that arise from online forms of communication and engagement. One barrier to digital inclusion for seniors is learning how to make use of digital and online tools in a way that incorporates their specific needs, interests and capabilities.</p> <p>The 60+ Online project fostered digital inclusion amongst 22 Australian seniors with varied digital skills and from diverse socio-economic and cultural backgrounds. Within workshops, researchers encouraged seniors to learn basic digital skills, addressed seniors’ concerns about confidentiality and privacy, and introduced them to safe and regulated online social media platforms. Seniors were encouraged to draw upon personal and community interests to inform storyboarding and digital story development. Digital stories were generated and edited using personal mobile technology. Social media sites (a closed Facebook page and personal Instagram accounts) facilitated sharing of digital skills development and experiences outside the workshops. Regardless of digital skill levels at outset, every senior who completed the workshops ‘graduated’, and produced their own digital story. These digital stories were showcased at festivals, City Council events, and hosted on YouTube.</p> <p>This article outlines the framework used for this project, from the first co-design workshop to YouTube dissemination. We provide links to workshop resources and tools (iPads, smartphones and apps used) in order to provide a model for digital inclusion that may be replicated for other disadvantaged or vulnerable groups in diverse community-based settings.</p> Hilary Davis, Dr. Anthony McCosker, Dr. Diana Bossio, Dr. Max Schleser, Dr. ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-07 2018-11-07 14 1 Achieving digital inclusion of older adults through interest-driven curriculums http://ci-journal.net/index.php/ciej/article/view/1460 <p>One outcome of increased life expectancy is that older adults are leading active lives in their third age as they seize opportunities to learn new skills, pursue new interests and hobbies to challenge themselves. However, there are many misconceptions about older adults’ capabilities and aspirations, especially their attitudes towards technology. They are often misunderstood and seen to lack interest and motivation in the use of technology. Thus, this article examines interest-driven curriculums in order to achieve digital inclusion for older adults. Investigation methodology into this dilemma was best served with a mixed methods approach because, to date, there has been very little research about how technology could support older adults’ interests. The majority of the existing studies consulted were focused on school children in a classroom setting. Older adults can differ greatly in their general background and level of technical experience and knowledge. Consequently, it would be very difficult to conduct quantitative research with control groups to investigate single variables. In compensation, 131 older adults, five staff members and eight teachers participated in this study. Qualitative methods such as observations and interviews (one-on-one and focus group) provided a deeper insight into teachers’ experiences and teaching. Older adults were not always able to articulate their attitudes and problems with technology and consequently, observations were often a more effective means of data gathering. Finally, an Action Research approach was taken to trialling the concepts developed in the course of the investigation. This research comprised of four studies looked at expanding and extending on The Four-Phase Model of Interest Development by Hidi and Renninger (2006). The results show that when older adults are taught according to requests based on their pre-existing interests, it encourages long-term engagement of technology and ability to integrate technology into their everyday lives, thereby achieving digital inclusion amongst older adults.</p> Jeanie Beh Sonja Pedell Bruno Mascitelli ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-07 2018-11-07 14 1 The Supportive Roles of Adults in Designing with Young Deaf Children http://ci-journal.net/index.php/ciej/article/view/1457 <p>Involving users in the research and design of new technologies is particularly relevant for groups affected by digital exclusion and lacking in cultural power, such as people with disabilities, people from cultural minorities, and children. Design with young Deaf children lies at the intersection of these three groups, as the medical community defines physical deafness as a disability; Deaf communities around the world identify as minority cultural groups with their own languages; and young children traditionally lack power in interactions with adults. Deaf children bring particular needs, abilities and experiences related to their youth, physical deafness and cultural Deafness to the technology design process, making their involvement in design vital. Their involvement presents a unique set of challenges and ethical considerations, including matters of consent and behaviour management. Adult involvement in supportive roles can facilitate young Deaf children’s involvement in design activities and address some of the challenges of designing with Deaf children.</p> <p>This article presents a case study that involved young Australian Deaf children as design partners, with their family members and Deaf and hearing education professionals in supportive roles, for the purpose of providing recommendations to researchers and designers who wish to undertake similar design activities with young Deaf children and supportive adults. The case study involved a series of 30-minute design sessions with four Deaf children (ages 3-5). Reflections on this case study will discuss the roles adult design team members took throughout the design sessions, the benefits and challenges of involving adults as members of design teams with young Deaf children, and ethical considerations to be addressed when designing with young Deaf children in design teams. The article concludes with recommendations for researchers and designers conducting design sessions with young Deaf children and adult supporters, so that young Deaf child designers are well-supported and have the freedom to explore their preferences, desires, requirements, and to contribute to design solutions.</p> Jessica Lauren Korte ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-07 2018-11-07 14 1 Social Fringe Dwellers: Can chat-bots combat bullies to improve participation for children with autism? http://ci-journal.net/index.php/ciej/article/view/1454 <p class="RESUMEN">Autism Spectrum Disorder (ASD) can cause a gulf in communication that casts children with autism to the fringes of social and family life, despite the best efforts of their carers. These children often struggle with social interaction, lack of interest and empathy, and require intensive therapy to improve their ability to communicate with others. Improvements in social interaction are often hampered by experiences in which children with autism are more susceptible to being bullied. Social and communication technologies (e.g. smartphones and tablets), which children with autism tend to gravitate toward, and to which many families have access, may play a significant future role in building resilience and improving social interaction. Based on technology reviews and stakeholder interviews, we are developing modules for a machine learning artificial intelligence platform (a chat-bot) that assists children attending an Australian mainstream school to recognise and respond to social bullying and sarcasm, allowing bullied autistic children to develop the social prowess to withstand their aggressors.</p> <p>&nbsp;</p> David Ireland Dana Bradford Geremy Farr-Wharton ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-07 2018-11-07 14 1 The Online Lab http://ci-journal.net/index.php/ciej/article/view/1459 <p>This article reports on a 2016 pilot of a video-based technology mentoring program undertaken with young Australians with high functioning autism who are socially and geographically isolated. Many young people with autism live with deep social isolation due to their difficulties in mixing easily with others; this is further exacerbated for those living in geographically remote areas. These young people are subject to acute forms of exclusion, yet have long tended to be highly adept at the use of technology. The Online Lab is based on The Lab, a national network of face-to-face technology and social clubs for young people with high functioning autism. The pilot involved 25 remote or regional young people from three states. Synchronous weekly online sessions were led by expert mentors, with up to six young people participating via the Zoom video conferencing platform.</p> <p>The evaluation combined qualitative methods that could be administered remotely with local methods and de-identified usage statistics. It drew on the notion of ‘differentiated spaces’ as devised by Lye Ee Ng in her doctoral work at The Lab, which recognises that online, offline and personal spaces interact to facilitate different forms of social interaction. The evaluation concluded that the pilot was a ‘qualified success’; The Online-only format working effectively for some types of participants with high functioning autism, but less so for others. A number of related findings and recommendations will be outlined in this article. This article will also outline how these findings have been incorporated into the rollout of The Online Lab by The Lab organisation in 2017 and 2018, and how the program’s subsequent activities are, in turn, feeding back into The Lab’s understanding of how to effectively use technology for mitigating social isolation.</p> Stefan Schutt ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-07 2018-11-07 14 1 Margin to Margin: Arts-Based Research for Digital Outreach to Marginalised Communities http://ci-journal.net/index.php/ciej/article/view/1456 <p>This article discusses the artistic activity titled ‘Conversations with the edge’ that was executed by communities in Australia, Russia and Finland, and curated for an exhibition at the Helinä Rautavaara Museum in Espoo, Finland in 2017. This activity was created in the context of Margin to Margin: Women living on the edges of the world, a larger arts-based research project that took place between four geographical margins: outback South Australia, Finnish Lapland, Russian Kola Peninsula and Namibia. Margin to Margin was a collaboration between artist communities with the aim to explore the relationship between art-making and empowerment of makers living and working ‘on the edges’. The aim of the project was to understand the realities marginalised communities face whilst giving voice to these communities by exhibiting their art in various formats, stimulating digital participation and utilising technology for digital inclusion. The purpose of the article is to develop a model that will guide virtual arts-based project mediation for digital outreach in both urban and regionally situated marginalised communities.</p> Melanie Augusta Sarantou Daria Akimenko Nuno Escudeiro ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-07 2018-11-07 14 1 Social and Spatial Precursors to Innovation: The Diversity Advantage of the Creative Fringe http://ci-journal.net/index.php/ciej/article/view/1455 <p class="RESUMEN"><span lang="EN-US">Innovation spaces and hubs are increasing in numbers internationally. Entrepreneurs and start-up founders who use these spaces and hubs are often unaware of being inside an echo chamber, i.e. a filter bubble they share with only like-minded people who have similar ideas and approaches to innovation. Digital technologies that use algorithms can aggravate these echo chambers by filtering towards improved personalised experience and preferences. Yet, social inclusion fosters diverse ideas and creativity, hence, has a positive impact on innovation. We studied the social navigation patterns of entrepreneurs and start-up founders, and their awareness and opinion about homogeneity in innovation spaces. This data informed the design of a tool to escape their echo chambers. The tool gives its users the opportunity to discover networks and innovation spaces that are at the creative fringe, that is, marginalised from mainstream spaces and hubs for creativity and innovation. Our findings show that users of innovation spaces often find themselves surrounded by like-minded people. Further, our study participants welcomed the ability to identify fringe spaces in order to discover and access more diverse people and ideas. Our approach seeks to unlock the diversity advantage of the creative fringe for the purpose of creativity and innovation.</span></p> Ana Bilandzic ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-07 2018-11-07 14 1 Critical Importance of Emphasising Working-Class Parents in Digital Inclusion: A US Latino/a Case Study http://ci-journal.net/index.php/ciej/article/view/1453 <p>In this article, we draw on extensive qualitative data to analyse the specific case of a digital inclusion program launched by the non-profit organisation River City Youth Foundation, located in Central Texas. The case is particularly interesting because the organisation, which is primarily a youth centre, realised they needed to start including parents in their programs in order to achieve their first and foremost institutional goal: to increase the number of low-income youth in US colleges. For this study, we use Pierre Bourdieu’s theories of capital to analyse how the organisation integrates education in their digital inclusion program—called ¡TechComunidad! — and thus how they instil techno-dispositions and cultural capital about how US education works in parents of children in kindergarten to 12th grade (K-12). This case is also relevant because it is related to a specific community of low-income Latino immigrants, mostly of Mexican descent, who live in a neighbourhood, where most of the residents are Hispanic. The ¡TechComunidad! program may take between six and eight weeks, and at the end of the training, grants participants a Chromebook – a laptop with a Google OS that only works with internet connectivity. Our results suggest that the organisation managed to instil techno-dispositions and knowledge of education, but parents may still face other sorts of divides, once they bring their Chromebook home.</p> Cláudia Silva Adolfo R. Mora Joseph D. Straubhaar ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-11-05 2018-11-05 14 1