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The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years ("Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity" or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized. [ABSTRACT FROM AUTHOR]

Background: Understanding users' digital interface capability is crucial for designing interfaces that they can use effectively. This is particularly relevant when designing for user populations that may include older people, where important digital technologies often have limited uptake. Previous surveys have examined levels of technology access and use across the population, but this is only part of the picture. Objective: This study aims to increase the understanding of how digital interface capability varies across the population. This can help designers to develop more inclusive interfaces, and inform policy makers and other stakeholders in their decisions. Method: A survey was conducted in 2019 with 338 adults across England and Wales. It examined a range of user characteristics including digital technology access, technology experience and attitudes towards technology. Simplified paper prototype testing was used to assess actual performance on common basic interface patterns, such as accessing a drop-down menu and returning to the previous screen via a back arrow. Results: The survey found that technology access, use, attitudes and competence all decline with age. These characteristics all have low levels in older age groups, particularly among those aged 75 and over. In particular, 44% of those aged 75+ got none of the eight basic interface tests correct. Conclusion: It is important not to assume that end users are familiar with digital interfaces and specifically interface patterns, including those in common use today. This is particularly important when designing for target groups that include older people. Particular care should be taken with patterns that are different on smartphones than on laptops, such as bringing up an onscreen keyboard. It is also important to take into account that many older people have low levels of willingness to explore an unfamiliar interface and may need clearer guidance on how to navigate an interface. [ABSTRACT FROM AUTHOR]

Widespread changes in communication associated with new technologies have led to a growing interest in digital literacy. Although the concept of digital literacy suffers from a lack of agreed definition, this paper suggests that reading and writing with technology remains a key point of concern. The written word, a central feature of evolving patterns of communication, is now used in new ways and often in combination with different media as new devices and physical practices are recruited to the task of meaning making. The influence of different ways of thinking about these new communicative practices has led to the development of the diverse body of research outlined here. Tracing these strands in current research and writing about digital practice is used in order to identify how literacy has both expanded and diversified. Because it is now a significant aspect of full participation in social and cultural life, reading with technology raises important questions for education. This paper suggests that in England policy in this area is poorly articulated and argues that there is a pressing need for more focused classroom research to develop practices that support digital literacy. [ABSTRACT FROM AUTHOR]

Student difficulties with the transition to writing in higher education are well documented whether from a 'study skills', an 'academic socialisation' or an 'academic literacies' perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students' first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students' expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year. [ABSTRACT FROM AUTHOR]

cook c. (2012) Email interviewing: generating data with a vulnerable population. Journal of Advanced Nursing 68(6), 1330-1339. Abstract Aims. This paper describes online recruitment and the email interviewing data collection method with women diagnosed with a viral sexually transmitted infection. The paper highlights the advantages of the method to researchers and participants when conducting research where face-to-face participation may difficult. Background. Online recruitment and in-depth email interviewing have been used by only a small number of nurses internationally. The method enables inclusion of people who might otherwise be excluded from research, for reasons such as geographical distance, incompatible time frames, clinicians''gate-keeping' and participants' desire for anonymity for physical or emotional reasons. Methods. In-depth email interviews were conducted with 26 women in New Zealand, United States of America, Canada and England who had a diagnosis of either human papilloma virus or genital herpes simplex virus. Data were collected during 2007-2008 and analysed using a poststructuralist, feminist thematic analysis. Results. Participant retention was high. Women emphasized satisfaction with the process. Asynchronous interviews allowed for additional reflexivity in the researcher's responses and rich data generation. Conclusion. This method has the potential to enable nurses to include vulnerable and relatively inaccessible participants in 'sensitive' research. In-depth email interviews may generate rich data through a process participants deem to be of personal value. [ABSTRACT FROM AUTHOR]

Child protection social work's current concern remains largely with offline harm and injury and separate from the focus on child protection in relation to risks online and children's use of computer-mediated communication and the internet. This paper draws on original research reporting children's methods for assessing who they are talking to online, as part of a wider study designed to develop software tools for improved online child safety. It finds that children use similar methods to detect identity online as they do offline, reinforcing the interconnections between mediated and unmediated communication and an ontology of childhood in a digital world that is neither online nor offline, but both. Drawing on the concept of cyborg youth and understanding contemporary child protection in this context allows a re-visioning of the social work role that demands attention to computer-mediated literacy in the assessment of all vulnerable children and in the support of their parents and carers. [ABSTRACT FROM PUBLISHER]

Aim and Objectives: The aim of this two-part paper is to identify the main transferable lessons learned from both the quantitative and qualitative evaluations of the KA24 (Knowledge Access 24) service of online databases and selected full-text journals for health and social care staff in London and the south-east of England. The objectives of the qualitative evaluation were to assess the enablers and barriers to usage, and to assess the impact of the service on patient care., Methods: Telephone interviews (n = 65) and a questionnaire survey (n = 296) were conducted with various types of user, in various Trust settings. Some non-users were also contacted. Selection of interviewees and questionnaire recipients was not random, and aimed to cover all groups of users representatively., Results: Results show that policy goals were being delivered, with indications of changes to clinical practice, and improved clinical governance. Promotion, training and support needs to be extensive, and tailored to needs, but users are not always aware they need training. The sharing of passwords cast doubts on the reliability of some usage data., Conclusions: Digital health library services, delivered at the point of care, are changing the way some clinicians practise. A combination of qualitative and quantitative evaluation methods are needed to assess digital library services.

National Health Service (NHS) knowledge and library services in England are integrating digital advances into their systems and services. Health Education England (HEE) leads on the development of NHS library services. A key workstream focuses on (1) improving the infrastructure to enable discovery and management of digital knowledge resources; (2) collaborating with local teams to establish regional library management systems that are integrated with the new national discovery service for healthcare staff and learners. This article explores initiatives on resource discovery as well as the need for system‐wide partnership working to ensure that biomedical knowledge in computable form is findable, accessible, interoperable and reusable. Low levels of health and digital literacy pose a significant barrier to using health information and accessing health services. A range of interventions are aimed at enhancing citizens' digital and health literacy skills. The education and life‐long learning needs of the knowledge and library services workforce are considered. Working with CILIP and higher education institutions, HEE delivers a range of educational offers through its Learning Academy. As Artificial Intelligence and automation are implemented in health systems, knowledge and library staff form a crucial bridge between technology and those who use it. [ABSTRACT FROM AUTHOR]

This paper reports a comparative study of Inquiry-Based Learning (IBL) at Undergraduate (UG) and Postgraduate (PG) levels at a university in the north west of England. Both student cohorts undertook a professional, legal and ethical module centred on IT. This study focuses on how the different student cohorts approached this style of teaching, and how it impacted on overall student engagement throughout the semester. IBL was introduced in the 2009-2010 academic years; to the UG students in the first semester and the PG students in the second semester. Key observations gained from the study were unexpected in that the UG level students fully embraced the IBL approach, they maintained a high attendance level throughout the semester, and all preliminary and formative assessment work/tasks were eagerly completed. Ultimately, this developed students' information literacy skills. PG students enjoyed the in-class IBL activities, but actively avoided module preparation and formative assessment work/tasks, and so minimized their opportunities to develop rich digital literacy skills. This study highlights potential enablers required to employ IBL techniques successfully. [ABSTRACT FROM AUTHOR]

The University Linked Practices (ULP) programme links general practices involved in undergraduate medical education with computer services provided through the school of medicine and dentistry. In-depth interviews were conducted with 26 staff involved in teaching undergraduate medical students in 15 general practices across east London and Essex. The interview schedule focused on the use of the computer, IT experience and training needs and the use of the computer network as a resource in undergraduate teaching. It is important to work with curriculum planners to ensure that computers are fully integrated into new courses. [ABSTRACT FROM AUTHOR]

Homeless people experience a unique set of challenges leading to pervasive health and social problems. An increasing number of researchers have harnessed photographic data to gain a unique perspective of marginalised groups. The aim of the study is to explore the feasibility of using photographs in research to understand the complex environment experienced by homeless people, with a special interest in mental health. Individuals who frequently attend homeless facilities in London were sensitively approached and asked if they would be interested in taking part in the 'Views From the Street' pilot study. Once agreement was confirmed through a formal consenting procedure, participants were asked to visually capture and upload their own digital photos, along with a brief description. The collection of data highlighted a number of barriers to engagement and acceptability, including issues around the level of familiarity with the recruiter, practicalities of participation, public perception of phone use, poor technical literacy, anonymity, and disassociation with the 'homeless' label. Recommendations are made for future research utilising photographic participatory designs with the homeless population. [ABSTRACT FROM AUTHOR]