Community Support for Constructionist Learning
Computer Supported Cooperative Work - Special issue on interaction and collaboration in MUDs
Affordance, conventions, and design
interactions
Turning Web 2.0 Social Software into Versatile Collaborative Learning Solutions
ACHI '08 Proceedings of the First International Conference on Advances in Computer-Human Interaction
An Update on Survey Measures of Web-Oriented Digital Literacy
Social Science Computer Review
Kodu: end-user programming and design for games
Proceedings of the 4th International Conference on Foundations of Digital Games
Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media
Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media
LilyPad in the wild: how hardware's long tail is supporting new engineering and design communities
Proceedings of the 8th ACM Conference on Designing Interactive Systems
Computers can't give credit: how automatic attribution falls short in an online remixing community
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Integrating local and remote worlds through channel blending
Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work
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With the increasing use of the Internet and social media for knowledge and social connections, we might expect that people more easily expand their opportunities for new learning through social relationships online. Yet, this mixed methods study of teens' use of technologies (e.g. YouTube and social media) in informal learning contexts reveals that, in teens' preferred learning activities, few interact with new ties outside their immediate networks (school, family, and friends). Given the value of social interaction and weak ties for learning new knowledge, this research investigates teens' use of networked technologies with people and resources outside their immediate networks. Based on 23 semi-structured interviews, we describe teens' informal learning activities and technology practices, from which we identify design opportunities. To inform these, we examine teens' paths into extended networks, including the role of digital skills, technology access, intrinsic motivation, and sense of relatedness. We find that relatedness both motivated and inhibited teens to reach beyond immediate networks into extended networks for informal learning activities.