Re-defining Characteristics of a Design Protagonist – Elements of Children’s Design Capital

The importance of child empowerment in and through design and making has been acknowledged. The notion of “child as a Design Protagonist” concerning technology has recently been introduced. We conducted a narrative literature review to examine the current understanding of what it requires from children to become a Protagonist in design. The main objective of this study is to examine the concepts associated with children’s competences relevant for design, such as various capitals, skills, and capacities. We identify core concepts used as well as several gaps in this literature base. We separate the competences into 1) those that need to be nurtured in children and 2) those that children already have and bring to the design process. We propose a concept of design capital for mapping these competences of child Design Protagonists.

Content

Author and article information

Contributors

Matin Mahboob Kanafi

Marianne Kinnula

Netta Iivari

Conference

Publication date: July 2021

Publication date (Print): July 2021

Pages: 226-240

Affiliations

[0001]University of Oulu

FI-90014 Oulu, Finland

Article

DOI: 10.14236/ewic/HCI2021.24

SO-VID: 4b0f74e3-61e1-4cf4-ad4e-c29741b180c2

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This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: 34th British HCI Conference

Conference acronym: HCI2021

Conference number: 34

Conference location: London, UK

Conference date: 20th - 21st July 2021

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: Post-pandemic HCI – Living Digitally

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1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2021.24

Self URI (journal page): https://ewic.bcs.org/

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[1] V. Aho Alfred. (2011) Ubiquity Symposium: Computation and Computational Thinking. Ubiquity, 2011(1).

[2] K. Ananiadou and M. Claro (2009), 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41, OECD Publishing.

[3] P. Apostolellis, M. Chmiel and D.A. Bowman (2018). “Pump That Press!”: Design Evaluation of Audience Inter- Action Using Collaborative Digital and Physical Games. In: Proceedings of the 17th ACM Conference on Interaction Design and Children. Trondheim, Norway, 19–22 June 2018. 31–42.

[4] P. Apostolellis, M. Stewart, C. Frisina and D. Kafura (2014). RaBit EscApe: A Board Game for Computational Thinking. In: Proceedings of the 2014 Conference on Interaction Design and Children, Aarhus, Denmark, 17–20 June 2014. 349–352.

[5] T. Apps, K. Beckman and S. Bennett (2019) Engaging with Bourdieu’s Theory of Practice: An Empirical Tool for Exploring School Students’ Technology Practice. Technology, Pedagogy and Education, 28(4). 413–423.

[6] L. Archer, E. Dawson, J. DeWitt, A. Seakins and B. Wong (2015) “Science Capital”: A Conceptual, Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital beyond the Arts. Journal of Research in Science Teaching, 52 (7). 922–948.

[7] L. Archer, J. Dewitt and B. Willis (2014) Adolescent Boys’ Science Aspirations: Masculinity, Capital, and Power. Journal of Research in Science Teaching, 51 (1). 1–30.

[8] W. Barendregt, M.M. Bekker, P. Börjesson, E. Eriksson and O. Torgersson (2016). The Role Definition Matrix: Creating a Shared Understanding of Children’s Participation in the Design Process. In: Proceedings of the The 15th International Conference on Interaction Design and Children. Manchester, United Kingdom, 21-24 June 2016. 577–582.

[9] K. Beckman, T. Apps, S. Bennett and L Lockyer (2018) Conceptualising Technology Practice in Education Using Bourdieu’s Sociology. Learning, Media and Technology, Taylor & Francis, 43 (2). 197–210.

[10] K. Beckman, S. Bennett and L. Lockyer (2014) Understanding Students’ Use and Value of Technology for Learning. Learning, Media and Technology, Taylor & Francis, 39(3). 346–367.

[11] T. Bekker, S. Bakker, I. Douma, J. van der Poel and K. Scheltenaar (2015) Teaching Children Digital Literacy through Design-Based Learning with Digital Toolkits in Schools. International Journal of Child-Computer Interaction, 5 (Sep). 29–38.

[12] T. Bekker, W. Barendregt, H.M. Skovbjerg, M. Landoni, E. Nicol and E. Rubegni (2019) Editorial Special Issue on Assumptions about the Concept of Childhood and the Roles of Children in Design. International Journal of Child-Computer Interaction, 19 (Mar). 89–92.

[13] S.K. Boell and D. Cecez-Kecmanovic (2015) On Being “systematic” in Literature Reviews in IS. Journal of Information Technology, 30(2). 161–173.

[14] E. Bonsignore, D. Hansen, K. Kraus, A. Visconti, J. Ahn and A. Druin (2013). Playing for Real: Designing Alternate Reality Games for Teenagers in Learning Contexts. In: Proceedings of the 12th International Conference on Interaction Design and Children. New York, NY, USA, 24 - 27 June 2013. 237–246.

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