Encouraging online contributions in underrepresented populations

Research has revealed how actively contributing to online communities can advance technical skills, knowledge, and confidence, and ideas for sustaining and evolving participation. However, recent studies have also shown that contributors of online content are a small subset of the population using technical systems, and that this subset is not representative of the larger population. This trend is concerning both in terms of who takes advantage of opportunities to develop technological competencies necessary for participation in the 21st century, and in terms of who is authoring content that informs public opinion and knowledge. In this paper, we consider how Latino youth interact around online digital artifacts and how we can design features to better support their contributions of communication and critique. This work specifically attends to documented trends in formal learning environments in Latino communities, including emphasis on good behavior and respect for adult authority and less emphasis on individual autonomy. We focus on a collaboration with a seventh grade teacher using an online platform in a predominantly Latino middle school. We first describe student online communication and contribution, using qualitative ethnographic case studies and quantitative log data. We then share the collaborative design of reactions, a feature encouraging student contributions in the form of communication and critique. Findings suggest important cultural and pedagogical design considerations for online social learning network interfaces aiming to build learning community and engage diverse youth populations to contribute.

I. Introduction

As part of an ongoing effort to promote equitable participation in online communities for all youth, we present our work developing features of iRemix, an online social learning network for use in varied formal and informal 5 -12 grade learning contexts. This online environment is designed to foster sharing and interaction around student digital media projects. Research questions for this study include: 1 How do Latino youth interact around submitted digital artifacts and 2 How can we design features to better support their contributions of communication and critique? In this paper, we address these questions through a detailed examination of the design of the reactions feature, which emerged through a collaborative research and development process with teachers and students. We report on two design iterations in authentic classroom settings and the design decisions that informed the iterative development. With a fundamental concern for encouraging equitable access to 21 ^st century skill development for Latino students, we highlight important cultural and pedagogical design considerations for social learning network interfaces that are meant to build learning community.