Social network sites (SNS) were developed during the 90’s and got popularized in the mid 2010’s. SNSs are social platforms, where users can create a profile, add a network of contacts and communicate online. The LGBTQ+ community relies heavily on SNSs for information, exploration of identity, social support and community, but due to their marginalized status, they are more prone to victimization online. Whereas anonymity can protect users from bodily harm, it can’t protect against harassment and hatred, which is why it’s important to emphasize on user-centered design for marginalized communities within HCI. The objective with this study is to define design suggestions for future SNSs, based on the values of LGBTQ+ users. Two focus groups recruited from the local LGBTQ+ community in Berlin, consisting of seven participants in total, gathered in person. The focus groups discussed open ended questions around the topics of: safety, anonymity, accountability, social support and community online, seen from a queer perspective. The results of this study had correlations with prior research within HCI research and paints a picture of the differences between the “digital well- being” norm and the severity of the threats affecting the digital wellbeing of marginalized users. In conclusion, HCI and digital well-being research needs to be elaborated on, in regards to marginalized communities and their benefits and challenges of SNSs use and how that could be incorporated in a value sensitive design approach for future development.

Abstract Students' questions play an important role in both teaching and learning science. However, in a traditional classroom, the teacher is the center of attention and poses questions to which students answer. The students seldom ask questions to which the teacher responds. The purpose of this paper is to examine teachers' attitudes towards student questions. This paper will also explore teachers’ views on the issues related to students’ questions for science education. Furthermore, the paper will discuss some strategies that teachers use to create a question-based classroom. We decided to conduct focus group interviews to examine teachers’ views on students’ questions, because the method is well-suited to understand a group’s attitude towards a phenomenon. Data were collected through focus group interviews with eight teachers. A number of themes were later identified by the responses received from the focus groups. Some of the study’s main conclusions are that teachers are well disposed toward a question-based teaching. At the same time, teachers' questions are given most attention in class. The participating teachers know that they should encourage students to ask questions. However, it seems as if the teachers are unsure of how to create classroom discourse that stimulates question-asking. According to the interviews, the demand of the national curriculum also has a powerful influence on their teaching practices.Our conclusion is that teachers need to develop strategies that will help students to ask their own questions. Collegial coaching and reflective dialogue may provide an environment to create meaningful change. Using collegial dialogue enables teachers to learn from their own experience through reflection and analysis. This type of reflection can also help teachers develop an understanding of methods for creating a student-centered classroom environment.

Enligt den svenska läroplanen, LPO 94, är utvecklandet av elevernas historiemedvetande en av de viktigaste uppgifterna för undervisningen i ämnet historia. Det finns dock i forskningen ännu inga vedertagna beskrivningar av hur ett historiemedvetande känns igen i elevers uttryck och hur en progression av detta medvetande kan mätas. Föreliggande uppsats undersöker historiemedvetandet hos 50 barn mellan 4 och 10 år på två skolor och en förskola. Barnen delades efter ålder in i fokusgrupper och presenterades ett antal olika gamla vardagsföremål av samma typ, till exempel tre olika gamla telefoner. I samtal med uppsatsens författare och en pedagog diskuterades det temporala sambandet mellan föremålen. Samtalen i fokusgrupperna videofilmades och transkriberades. I analysen undersöktes framförallt om barnen i sina utsagor kunde foga samman föremålen i narrativa sekvenser och om de i dessa sekvenser använde sig av någon narrativ mall. Narrativa mallar är de socialt, historiskt och kulturellt framförhandlade strukturer kring vilka berättelser byggs upp. Därför kan narrativa mallar betraktas som kulturella verktyg med vilka vi agerar i verkligheten men som också genom internalisering förändrar vår varseblivning av densamma. Den teoretiska basen för analysen utgörs av Lev Vygotskijs sociokulturella teori och James V. Wertschs utveckling av denna. Jerome Bruners narrativa teorier är också centrala. Progression av historiemedvetande tolkas i studien som ett ökat kvalitativt användande av sociokulturella verktyg framförallt i form av narrativa mallar. Resultatet av studien visar att de fyra- och femåringar som omfattas av studien inte använde narrativa mallar. Sjuåringarna använde narrativa mallar i sina berättelser men inte på samma varierade och kritiska sätt som tioåringarna. Studien visar att sociokulturella analyser av barns berättande kan vara en framkomlig väg i sökandet efter en progression av historiemedvetande. / According to the Swedish curriculum, Lpo 94, the development of students' historical consciousness is one of the major tasks in teaching history. There are, however, in research no accepted descriptions of how a historical consciousness is recognized in students' expressions and how a progression of this consciousness can be measured. This paper examines historical consciousness in 50 children ages 4 to 100 at two schools and one kindergarten. The children were divided by age into focus groups and presented a variety of old everyday objects of the same type, for example, three old phones. In conversations with the report's author and a teacher, the group discussed the temporal relationship between the objects. The talks in the focus groups were videotaped and transcribed. The analysis focused primarily if the children in their statements could put together objects in a narrative sequences and if they made any use of a schematic narrative template. Narrative templates are socially, historically and culturally negotiated structures around which stories are built up. Therefore, the narrative templates are considered cultural tools with which we act in reality but they also by internalization alter our perception of it. The theoretical basis for the analysis consists of Lev Vygotsky’s sociocultural theory and James V. Wertsch’s development of this. Jerome Bruners narrative theories are also important. Progression of historical consciousness is interpreted as an increased qualitative use of sociocultural tools especially in the form of schematic narrative templates. The study showed that the four- and five-year olds did not use narrative templates. The seven-year olds used narrative templates but not in the same varied and critical way as the ten-year olds. The study shows that sociocultural analysis of children's narrative constructs can be a way forward in search of a description of progression of historical consciousness.

Community engagement in health assessment enables researchers to better understand and prioritize community needs. The value of community engagement is increasingly documented; however, few studies engage youth. Research and assessments are often done for youth, but not with youth. Youth bring a unique contextual lens to community issues; without engagement, the likelihood that resultant efforts would be accepted by or appropriate for youth decreases. This dissertation explores opportunities and methodological approaches for, and contributions and feasibility of engaging youth in non-profit hospital community health needs assessments (CHNAs) mandated through the Affordable Care Act. This study has three specific aims, utilizing multiple methodological approaches: • Aim 1: Assess the current level of youth engagement, and prevalence of youth-focused priority areas in Massachusetts CHNAs. CHNAs were reviewed and analyzed using the Community Health Improvement Data Sharing System’s community engagement template. • Aim 2: Compare assessment results of focus groups and participatory photo mapping (PPM) in documenting youth observations of Boston community conditions. Three focus groups and PPM processes engaged 46 high-school age youth. Data were qualitatively compared, with attention to youth-identified community assets, concerns, and recommendations. • Aim 3: Compare youth results with existing CHNAs and identify potential contributions of youth engagement. Using the social determinants of health framework, youth recommendations were compared to Boston hospital community health improvement (CHI) publications to observe the convergence and divergence of priorities. While all MA hospitals minimally complied with required CHNA community engagement criteria, there was no standard practice or approach. 20% of CHNAs engaged youth, primarily through focus groups; yet, 80% of CHNAs that identified priorities included youth-focused priorities. Youth-driven results focused upon social determinants of health factors; furthermore, PPM results provided more detailed and granular CHI recommendations. Youth-identified CHI recommendations complemented those identified by hospitals, indicating that youth engagement can potentially strengthen CHI priorities and identify salient strategies for addressing youth health, specifically. Findings can be extrapolated to the many institutions conducting assessments, including health departments and Community Action Agencies. Findings will be disseminated through a series of practice briefs that make recommendations to hospitals, assessment practitioners, and youth organizations to consider for future efforts.

Le métajournalisme — le journalisme sur le journalisme — est reconnu dans la littérature comme servant davantage les intérêts stratégiques du champ journalistique (consolidation de l’autorité journalistique, du statu quo) que l’intérêt public (autocritique, transparence, imputabilité). Au Québec, le lock-out au Journal de Montréal, la surveillance policière de journalistes, et les demandes de la presse écrite pour des aides gouvernementales ont contraint les journalistes à parler d’eux-mêmes dans les médias. Le tout interroge l’articulation du métajournalisme québécois, sa réception, et les écarts entre discours et réception. La thèse approfondit ces questions, guidée par la théorie des discours métajournalistiques de Matt Carlson et le concept de communautés interprétatives, caractéristique des études de réception médiatique. Ce cadre théorique appuie une analyse de discours de : 1) 771 articles métajournalistiques de médias québécois, couvrant les cas susmentionnés ; et 2) 11 groupes de discussion (n = 39 participants), auprès de trois communautés interprétatives (journalistes, personnel politique, usagers de médias québécois). L’analyse conclut à l’orientation stratégique du métajournalisme étudié. Le constat des groupes de discussion est celui d’une adhésion à l’intérêt public du métajournalisme, accompagnée de scepticisme sur certaines revendications, certains arguments et son écho dans la population. De plus, il en ressort l’évocation d’idéaux du métajournalisme : la représentation (des perspectives de divers auditoires sur les enjeux du journalisme), l’autocritique, la transparence, la diversité (des perspectives de divers acteurs de la société sur les enjeux du journalisme) et l’imputabilité. Tout au long sont discutées les différences et similitudes entre communautés interprétatives. Cette thèse jette un regard inédit sur le métajournalisme contemporain québécois et sa réception. Elle propose un schéma original de ses fonctions d’autorité, en plus d’alimenter une réflexion normative sur les pratiques métajournalistiques les plus aptes à répondre à l’intérêt public.

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Research has shown that ethnic-racial socialization (ERS) is associated with positive academic and mental health outcomes for adolescents. These socialization messages come in 3 forms: cultural socialization, preparation for bias, and promotion of mistrust. The ERS literature has mainly focused on African American populations but is expanding to include other demographics, such as Latinx individuals. Since much of ERS research has been conducted from the perspective of parents, the current study sought to add to the literature by evaluating adolescent experiences with ERS in their own words. The study was conducted using focus groups with late adolescents and young adults who shared their experiences in high school. Focus group data analysis occurred at both the individual and group level to extract themes regarding their experiences with ERS. Main themes from discussion included feeling like an outsider, navigating discrimination, social/emotional difficulties, and positive cultural identity. Each theme contained 2-3 categories that provide further insight into the Mexican American high school experience. There was some overlap with traditional ERS categories as well as departure and expansion, especially when it came to within group discrimination, disproving stereotypes, and a lack of promotion of mistrust messages. Participants described their experience in high school as "mostly positive, some negative, and a bit disconnected." Based on participant comments, this disconnection could be alleviated by increased opportunities to belong and contribute, learn social emotional skills, and celebrate successes.

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