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Purpose: Untreated hearing loss is a significant public health issue affecting the quality of life of millions of Americans. Barriers to treatment invite novel and innovation solutions, but as these solutions create new treatment delivery models, they also may—purposefully or accidentally—challenge the values of the field. Method: Value-sensitive design methodology is used in this study to identify the values in current hearing health care service delivery. We performed qualitative content analysis of questionnaires, clinical practice guidelines, and professional ethics documents that represent the intended and enacted values in audiology. Results: The result is a comprehensive list of values that can be used as a structured codebook for systematic textual analysis of materials representing current best practices in the provision of hearing health care services. A secondary result is an analysis of the relative importance of values in audiology, inferred from the frequency of references to each value. Conclusions: Subjective benefit, professional duties, and self-efficacy were the core values identified in the current provision of audiologic care, and these values should be central to considerations for new hearing health care models and technologies.

There is growing consensus that teaching computer ethics is important, but there is little consensus on how to do so. One unmet challenge is increasing the capacity of computing students to make decisions about the ethical challenges embedded in their technical work. This paper reports on the design, testing, and evaluation of an educational simulation to meet this challenge. The privacy by design simulation enables more relevant and effective computer ethics education by letting students experience and make decisions about common ethical challenges encountered in real-world work environments. This paper describes the process of incorporating empirical observations of ethical questions in computing into an online simulation and an in-person board game. We employed the Values at Play framework to transform empirical observations of design into a playable educational experience. First, we conducted qualitative research to discover when and how values levers—practices that encourage values discussions during technology development—occur during the design of new mobile applications. We then translated these findings into gameplay elements, including the goals, roles, and elements of surprise incorporated into a simulation. We ran the online simulation in five undergraduate computer and information science classes. Based on this experience, we created a more accessible board game, which we tested in two undergraduate classes and two professional workshops. We evaluated the effectiveness of both the online simulation and the board game using two methods: a pre/post-test of moral sensitivity based on the Defining Issues Test, and a questionnaire evaluating student experience. We found that converting real-world ethical challenges into a playable simulation increased student’s reported interest in ethical issues in technology, and that students identified the role-playing activity as relevant to their technical coursework. This demonstrates that roleplaying can emphasize ethical decision-making as a relevant component of technical work.

Users increasingly use mobile devices to engage in social activity and commerce, enabling new forms of data collection by firms and marketers. User privacy expectations for these new forms of data collection remain unclear. A particularly difficult challenge is meeting expectations for contextual integrity, as user privacy expectations vary depending upon data type collected and context of use. This article illustrates how fine-grained, contextual privacy expectations can be measured. It presents findings from a factorial vignette survey that measured the impact of diverse real-world contexts e.g., medical, navigation, music, data types, and data uses on user privacy expectations. Results demonstrate that individuals’ general privacy preferences are of limited significance for predicting their privacy judgments in specific scenarios. Instead, the results present a nuanced portrait of the relative importance of particular contextual factors and information uses, and demonstrate how those contextual factors can be found and measured. The results also suggest that current common activities of mobile application companies, such as harvesting and reusing location data, images, and contact lists, do not meet users’ privacy expectations. Understanding how user privacy expectations vary according to context, data types, and data uses highlights areas requiring stricter privacy protections by governments and industry.

The central roles of information, information professionals, cultural heritage institutions, and information research in fostering and advancing social justice have begun to receive significantly increasing attention. Within the past year, Archival Science, Library Trends ,a ndAdvances in Librarianship have all published or announced forthcoming special issues or volumes devoted to the topic of social justice, and social justice was the theme of the 2015 Association of Library and Information Science Educators (ALISE) conference. Part of this increased focus on social justice in information research stems from the fact that more organizations, professions, and governments view information as a social justice issue. Digital information has become central for education, employment, and civic participation in many places. The vast array of roles that the Internet and related technologies play in the everyday lives of individuals around the world has highlighted issues of information access, literacy, and inclusion. As individuals increasingly rely on information and communication technologies to navigate their daily work and activities, it becomes important for them to develop the skills to use them efficiently and effectively. At the same time, the social position of cultural heritage institutions is shifting. As they take on greater responsibilities to meet a broad range of community needs, the future of cultural heritage institutions—public, academic, school, and special libraries; archives; and museums—may hinge on becoming engaged, accessible community centers (Jaeger, Taylor, and Gorham 2015). The social roles and responsibilities of these institutions—especially public libraries—have expanded greatly, with libraries now serving as sites for free public Internet access, digital literacy and digital inclusion classes, gateways to education and employment as well as social services and e-government, and even emergency response roles (Bertot and Jaeger 2008; Jaeger and Bertot 2011; Bertot et al. 2014). The importance of digital literacy and digital

The field of library and information science (LIS) has long struggled with issues of diversity and inclusion in the composition of information professionals, in educational content, and in connecting with many communities. Yet the field has also produced many innovative approaches to meeting unique community needs and incorporating issues of justice, rights, and equity into educational activities. Although these approaches rarely connect education and advocacy, connecting these two can both facilitate better sharing of best practices in these areas and enable the educational and professional efforts of the field to better complement one another. Building on the “virtuous circle” concept that a truly effective focus on inclusion in the field will require involvement of both educators and professionals, this article offers a series of cases from LIS education programs and information institutions focusing on intersecting issues of diversity, inclusion, rights, justice, and equity.

Mobile consumer devices are increasingly used as personal sensing instruments, where users record their daily habits, track their physical activity, or monitor their health. Research is underway to extend today's diversity of vendor-designed "walled garden" repositories, ultimately repositioning individuals as producers, consumers, and remixers of a vast openly shared public data set. By empowering people to easily measure, report, and compare their own personal environments, such tools transform everyday citizens into reporting agents who uncover and visualize unseen elements of their own everyday experiences. With this important new shift in mobile device usage - from a communication tool to a ubiquitous "experience sharing instrument" - comes a new dimension in trust and privacy challenges. Today's privacy and trust tools that address web surfing and simple location-based services already struggle to be adopted in practice. We argue that in order to prepare for tomorrow's sensor sharing, privacy and trust must be addressed holistically, incorporating both technical approaches and actual sharing behavior. This article summarizes the results of a five-day Dagstuhl Seminar on mobile experience sharing and outlines future research necessary in this domain.

The relationship of values to technology is an important topic in the fields of information studies, human–computer interaction, media studies, and science and technology studies, but definitions and attributes of values differ within and among these fields. We suggest that researchers currently conflate multiple categories when they discuss values. Some of these categories are attributes of the source of values i.e., people, systems, and hybrid assemblages, and others are attributes of the values themselves. This article disambiguates values in sociotechnical systems by providing a framework to describe where and how values are negotiated and enacted by people, institutions, and technology. The framework includes three dimensions that pertain to the source of values agency, unit, and assemblage and three dimensions that pertain to attributes of values salience, intention, and enactment to enable precision and comparison across this research trajectory. We illustrate each dimension with examples from the values and design literature.

Individuals can increasingly collect data about their habits, routines, and environment using ubiquitous technologies. Running specialized software, personal devices such as phones and tablets can capture and transmit users’ location, images, motion, and text input. The data collected by these devices are both personal (identifying of an individual) and participatory (accessible by that individual for aggregation, analysis, and sharing). Such participatory personal data provide a new area of inquiry for the information sciences. This article presents a review of literature from diverse fields, including information science, technology studies, surveillance studies, and participatory research traditions to explore how participatory personal data relate to existing personal data collections created by both research and surveillance. It applies three information perspectives—information policy, information access and equity, and data curation and preservation—to illustrate social impacts and concerns engendered by this new form of data collection. These perspectives suggest a set of research challenges for information science posed by participatory personal data. © 2012 Wiley Periodicals, Inc.