Children initiating and leading cooperative inquiry sessions

Authors:
Jason C. Yip;Elizabeth Foss;Elizabeth Bonsignore;Mona Leigh Guha;Leyla Norooz;Emily Rhodes;Brenna McNally;Panagis Papadatos;Evan Golub;Allison Druin
Affiliations:
University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD;University of Maryland, College Park, MD
Venue:
Proceedings of the 12th International Conference on Interaction Design and Children
Year:
2013

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Abstract

Cooperative Inquiry is a Participatory Design method that involves children (typically 7--11 years old) as full partners with adults in the design of technologies intended for use by children. For many years, child designers have worked together with adults in Cooperative Inquiry approaches. However, in the past children have not typically initiated the design problems tackled by the intergenerational team, nor have they acted in leadership roles by conducting design sessions-- until now. In this paper, we detail three case studies of Cooperative Inquiry in which children led the process of design, from initial problem formulation through one iteration of design review and elaboration. We frame our analysis from three perspectives on the design process: behaviors exhibited by child leaders and their fellow co-designers; supports required for child leaders; and views expressed by child leaders and their co-design cohort about the sessions that they led.