Participatory Youth Research about Connected Learning Ben Kirshner (Network Advisor), Adam York, Ashley Cartun, Josie Chang-Order

YPAR When young people engage in joint work with adults to study systematically and take action to address topics relevant to the group, often focused on equity or access Vehicle for knowledge production and a learning experience for participants Cammarota & Fine (2008); Rubin & Jones (2007); Sabo-Flores (2007); Torre & Fine (2008)

Knowledge production Public action and impact Catalyzing critical perspectives “Voice” (of any kind)

Knowledge production Public action and impact “Voice” (of any kind) Learning opportunity or public product? Catalyzing critical perspectives

Knowledge production Public action and impact “Voice” (of any kind) Learning opportunity or public product? Joint work or…? Catalyzing critical perspectives

Knowledge production Public action and impact “Voice” (of any kind) Learning opportunity or public product? Joint work or…? Catalyzing critical perspectives

Connected Learning Youth Research Phase One

Research Questions What draws youth to Connected Learning spaces, what kinds of things they do there, and what do they learn while they are in those spaces? What are some of the supports and barriers to interest development that young people experience?

Connected Learning Sites Documentary filmmaking School for game design and critical research Literacy and community service Arts and humanities after school programming Library teen space (in re-design)

Research Design Youth participatory research Google Hangouts to facilitate training and discussion Opening hangout -Research questions -Ethics Introduce research method (ex. interviews) Collect data Discuss results of data collection Analysis across full data set Recommendations or action from analysis

The Participatory Advantage (Phase 1)

Content Analysis: Interview Data

The Participatory Advantage (Phase 1) YPR Discussion So much to do, so little time Peer pressure (& “Haters”) Transportation Absence of connections to pros Personal determination Lack of tech and art resources Lack of recognition Content Analysis: Interview Data

Phase 1 Knowledge production Public action and impact Catalyzing critical perspectives “Voice” (of any kind)

Phase 2 Knowledge production Public action and impact Catalyzing critical perspectives “Voice” (of any kind) PHASE 2 Designing for analysis and action -Adequate time -Linking to an audience -Organize for action steps

Discussion Possible questions How do you think about participatory research in your work? What do you see as key design principles for participatory action research?

Phase 2: Pathways Project From Connected Learning to Sustainable Futures

How do young people want to be recognized for the skills/abilities they’ve developed in CL programs, and how are they actually recognized in other settings? How do youth navigate shifting and often uncertain pathways to future work? How do programs assist young people in identifying or pursuing future pathways?

CLRN Youth Participatory Research: Phase 2 Peer/alum/mentor interviews Site feedback/future design work Self-ethnography (mapping)

June MayJuly Aug.Oct. Sept.Nov. Dec. Develop workshops Summer Session: Research Fall Session: Design & Action April External feedback Link to DML community

Mapping as method

Phase one mapping task Key locations where you spend time during the day Home School Connected Learning Site For each of the sites you have identified, write down Who is there? Who travels with you across settings? What interests do you pursue at these different places? What stuff do you bring with you?

Artifacts produced People Interests Pathways

Value of mapping There are some people and objects that travel between locations that help to connect activities Useful tool for encouraging conversation around connected learning principles and outcomes (i.e. the artifact was driver of talk in the hangout)

How we are thinking about re-design Mapping the Connected Learning space Show the important features within the site Show where you are “visible” here Using this method to better interrogate last mile pathways… or connecting out Using mapping as a tool for young people to develop critical awareness and analytical skills about barriers and opportunities

Discussion questions In your own work, what have you noticed about how the social organization of space and/or geography shapes access to CL opportunity, particularly in the “last mile”? If you were going to ask youth to map their interests and access to opportunity, what kinds of variables or prompts would you ask?