Introduction

IN THIS ISSUE Based upon today's digital landscape, four questions are examined throughout the articles in this issue: * How do new digital tools and materials impact children as information seekers, learners, and creators of their own digital experiences? * How are the environments of children...

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Bibliographic Details
Published in:Library trends 2005-10, Vol.54 (2), p.173
Main Author: Druin, Allison
Format: Article
Language:English
Subjects:
Access to information
Children
Children & youth
Design
Digital libraries
Educational technology
Electronic Libraries
Elementary education
Emotional Development
Human-computer interaction
Independent Reading
Informal Education
Information literacy
Information Seeking
Information seeking behavior
Interdisciplinary aspects
Internet
Internet access
Librarians
Libraries
Library and information science
Library associations
Library management
Library Personnel
Public libraries
Researchers
School libraries
Science
Studies
Teachers
Trends
Young adults
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Summary:IN THIS ISSUE Based upon today's digital landscape, four questions are examined throughout the articles in this issue: * How do new digital tools and materials impact children as information seekers, learners, and creators of their own digital experiences? * How are the environments of children (for example, in homes, public spaces, school and public libraries) impacted by digital resources now available? * How are children involved in changing new technologies, and what can be learned from these experiences? * What new technologies are being developed, and how can these be used as building-blocks for future research? All too often researchers consider just one aspect, yet children themselves are most interested in access issues when information use is possible (Druin et al., 2001). [...]this issue reflects the interests of children and offers both perspectives. [...]I want to thank the authors of this issue. Dr. Allison Druin is an Assistant Professor in the University of Maryland's College of Information Studies and is a member of the Human-Computer Interaction Lab. Since 1999 she has led interdisciplinary teams of educational researchers, librarians, computer scientists, artists, classroom teachers, and children in creating new educational technologies for elementary school children.
ISSN:0024-2594
1559-0682