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Young Children’s Digital Information Behavior

Young Children’s Digital Information Behavior. Kirsten Schlebbe, M.A. Berlin School of Library and Information Science Humboldt-Universität zu Berlin Libraries in t he Digital Age ( LIDA) 2018 University of Zadar, Croatia, 13 - 15 June 2018. Information Behavior

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Young Children’s Digital Information Behavior

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  1. Young Children’s Digital Information Behavior Kirsten Schlebbe, M.A. Berlin School of Library and Information Science Humboldt-Universität zu Berlin Libraries in the Digital Age (LIDA) 2018 University of Zadar, Croatia,13 - 15 June2018

  2. Information Behavior “[…] the many ways in which human beings interact with information, in particular, the ways in which people seek and utilize information." (Bates, 2010, p. 2381)

  3. Previous Research • Focus on school-aged children and adolescents (e.g. Bilal, 2005; Cooper, 2002; Dresang, 2005; Meyers, Fisher & Marcoux, 2009); user group of preschool children is clearly underrepresented (Barriage, 2014; Given et al., 2016) • IB of young children as well as the development of IB over the lifetime have not been explored in depth so far (Spink & Heinström, 2011)

  4. 19 %of the three to five year olds in Germany are allowed to use a tablet computer regularly (Guth & Schäffner, 2016) In the UK, 55 %of the three to four year olds and 67 % of the five to seven year olds use a tablet computer on a regular basis (Ofcom, 2016)

  5. Omnipresence of digital and mobile technology in young children's daily live. • So far we know little about how they actually use and interact with these technologies in detail. • It seems likely that these developments also influence the children’s information behavior.

  6. Research Interest Young children’s digital everyday life information behavior, especially in connection with mobile devices

  7. Study A R1: Which digital everyday life information behavior do young children show, especially in connection with mobile devices?

  8. Study A Explorative Interview Study • Apr. – Dec. 2017 • 19 semi-structured interviews with 22 parents of 24 children aged one to seven years who have already used digital and mobile devices = parents’ perspectives

  9. Study A Questions • Technological equipment • General use of thedevices • Specificapplications and functionsused • Specificinformation-relatedactivitieslinkedtotheequipment

  10. Study A First Insights • Children show a great variety of activities regarding the use of digital technologies. • Different digital devicescanbeassignedto different functions and usagecontexts.

  11. Study A First Insights • Especially the tablet PC can be seen as an all-in-one solution that works as a television, a computer, a communication device and a camera at the same time.

  12. Study A First Insights • Children watch online videos, play with various apps, listen to music, video chat with family and friends, look at photos or videos or take pictures themselves.

  13. Study A First Insights • Especially regarding more complex information seeking activities (e.g., using search engines or online encyclopaedias) the parents act as search assistants or LIMs (Abrahamson & Fisher, 2007) for their children.

  14. Study A First Insights • Overall, theparents and theirparenting style greatlyinfluencethechildren’suse of thedevices and thus also their information behavior.

  15. Next Steps: Study B • Focus on children’s perspectives  • Multimethod research approach following the mosaic approach of Clark and Moss (2011) • e.g., observational study combined with short interviews with parents and children (4-5 years?) as well as creative tasks

  16. Study A – Parents‘ Perspectives Explorative interview study with parents of 24 preschool-aged children who have already used digital devices. R1: Which digital everyday life information behavior do young children show, especially in connection with mobile devices? Interviews with children & parents Interviews with children & parents Creative task(s) Observation Study B – Children‘s Perspectives Study Design

  17. Challenges • How can I include young children in research? Isitevenpossiblefor an adult tounderstandchildren and theirperspectivesappropriately?

  18. Challenges • I am interested in children’s everyday life information behavior. Howcanonevalidlyobserveeverydaybehavior? Would a diarystudyordevicetrackingbe a goodidea?

  19. Challenges • I think that creative tasks could be a good way to include even young children in the research process. The mosaicapproachoftenusespaintingorcraftingtasks. Are thereanyotheroptions?

  20. Thank you for your Attention!

  21. References • Abrahamson, J. A. & Fisher, K. E. (2007). 'What's past is prologue': towards a general model of lay information mediary behaviour. Information Research,12(4), 1-21. • Barriage, S. (2014). Parental Perceptions of Young Children’s Information Behavior Related to Free-Time Activities. Proceedings of the American Society for Information Science and Technology, 51(1), 1-4. • Bilal, D. (2005). Children’s information seeking and the design of digital interfaces in the affective paradigm. Library Trends, 54(2), 197-208. • Cooper, L. Z. (2002). A Case Study of Information-Seeking Behavior in 7-Year-Old Children in a semistructured Situation. Journal of the American Society for Information Science and Technology, 53(11), 904-922. • Dresang, E. T. (2005). The information-seeking behavior of youth in the digital environment. Library Trends, 54(2), 178-196. • Given, L., Winkler, D. C., Willson, R., Davidson, C., Danby, S., & Thorpe, K. (2016). Watching young children “play” with information technology: Everyday life information seeking in the home. Library & Information Science Research, 38, 344-352.

  22. References • Guth, B. & Schäffner, R. (2016). Von großen und kleinen Screens: Basisdaten kindlicher Mediennutzung. [Presentation]. Retrieved from: https://www.ip.de/loadfile.cfml?file=M9P.HPH%5B%23I%3BKXUWQE%3D%22Y3O%3A5%26J%2FR7GJB%3FE0*%3AC%3A%20TM8R%3AFI%25J%3C%223)_9.6%27%40N_%0A%2279D%20%0A&type=application%2Fpdf&sendcontent=true • Meyers, E. M., Fisher, K. E., & Marcoux, E. (2009). Making sense of an information world: the everyday-life information behavior of preteens. Library Quarterly, 79(3), 301-341. • Ofcom. (2016). Children and parents: media use and attitudes report. Retrieved from: https://www.ofcom.org.uk/__data/assets/pdf_file/0034/93976/Children-Parents-Media-Use-Attitudes-Report-2016.pdf • Spink, A. & Heinström, J. (2011). Information Behaviour Development in Early Childhood. In A. Spink & J. Heinström (Eds.), New directions in information behaviour (pp. 245–256). Bingley, UK: Emerald.

  23. Discussion • Isitevenpossiblefor an adult tounderstandchildren and theirperspectivesappropriately? • Howcanonevalidlyobserveeverydaybehavior? (diarystudy, devicetracking?) • Creative tasks could be a good way to include even young children in the research process. The mosaicapproachoftenusespaintingorcraftingtasks. Are thereanyotheroptions?

  24. Kirsten Schlebbe, M.A. PhD Student & Lecturer Berlin School of Library and Information Science Humboldt-Universität zu Berlin • schlebbe@ibi.hu-berlin.de  +49 (0)30 2093 70969

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