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Eric M. Meyers


Publications by Eric M. Meyers (bibliography)

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Meyers, Eric M. and Bittner, Robert (2012): "Green washing" the digital playground: how virtual worlds support ecological intelligence...or do they?. In: Proceedings of the 2012 iConference 2012. pp. 608-610. http://dx.doi.org/10.1145/2132176.2132308

An emerging approach to teaching young people about sustainability is the use of immersive game spaces and virtual environments. This project focuses on children's virtual worlds with an environmental values orientation to examine the ways these worlds work as vehicles of sustainability literacy. These worlds position themselves explicitly as ethical and sustainable spaces, focusing on environmental responsibility and stewardship. Yet, they contain only a veneer of ecological thinking, rely heavily on consumerist logic, and provide mixed messages for young people about what it means to conserve and consume. We use the lenses of Value Sensitive Design (VSD) and Ecocriticism to interrogate these technologies, exploring how the discursive practices of these spaces support or constrain different visions of a sustainable world.

© All rights reserved Meyers and Bittner and/or their publisher

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Meyers, Eric M. (2012): Access denied: how students resolve information needs when an "ideal" document is restricted. In: Proceedings of the 2012 iConference 2012. pp. 629-631. http://dx.doi.org/10.1145/2132176.2132316

Finding the right match between a document and an information need appears to be of particular concern to adolescent information seekers, who expect a wealth of information at their fingertips. Using qualitative and quantitative data from a mixed method study of middle school research practices, this poster explores how students react to a breakdown in the search for information online, specifically when a seemingly ideal document to meet an information need is blocked by the school's content filter. The findings illustrate the variety of strategies employed by students to meet the need, and the impact of the search barrier on students' information seeking success and their completion of the inquiry task. The poster concludes with implications for the mediation of search tasks in the school environment.

© All rights reserved Meyers and/or his/her publisher

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Asselin, Marlene, Dobson, Teresa, Meyers, Eric M., Teixiera, Cristina and Ham, Linda (2011): Learning from YouTube: an analysis of information literacy in user discourse. In: Proceedings of the 2011 iConference 2011. pp. 640-642. http://dx.doi.org/10.1145/1940761.1940851

YouTube is one of the largest databases in the world, providing informative and entertaining video to millions of users around the globe. It is also becoming an important source of homework assistance to young people as they supplement their learning practices with user-generated tutorials on a range of topics. This poster presents our ongoing work in this emerging area of information literacy: how young people make meaning with information sources on YouTube to support their academic needs. We describe our system for analyzing user-generated feedback on video channels that support students academically, and report preliminary findings of our ongoing analysis. Drawing on several complementary frameworks, including information sharing, help seeking, and dialogic inquiry, we suggest that comments posted to YouTube provide unique insights into the ways young people engage with and make meaning from user-generated video to support their learning. This work has implications for educators, librarians, and the designers of interactive learning technologies.

© All rights reserved Asselin et al. and/or ACM Press

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