I3 conference 2017 // Youth digital participation: measuring social impact
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This document discusses evaluating the social impact of digital inclusion programs for youth. It notes that evaluations work best in partnership with stakeholders and that unexpected positive outcomes can result from allowing serendipity. The document lists several references on topics related to digital youth programs, social impact evaluation, and participatory research with youth.
I3 conference 2017 // Youth digital participation: measuring social impact
- 9. LIT: POSITIVE & NEGATIVE
- 15. Digital Inclusion / Digital Culture Youth Development Social Impact Evaluation
- 18. “Opportunities are missed when serendipity is damped or ignored because it does not fit in the expected scheme. Personal and professional frustration result when well laid plans prove ineffective” (Rogers, 2008, p.30)
- 25. LET’S
- 26. “evaluators working in partnership with stakeholders are better able to stimulate knowledge production and promote positive reactions to evaluation findings” (Shulha, Cousins, 1997, p.200).
- 28. • who? • when? • why?
- 29. §
- 36. Works Cited Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press. Buccieri, K., & Molleson, G. (2015). Empowering Homeless Youth: Building Capacity through the Development of Mobile Technology. Journal of Community Practice, 23(2), 238-254. Burdge, R. J., & Vanclay, F. (1995). Social impact assessment. Environmental and social impact assessment, 31-65. Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. New York, NY: Routledge. Erstad, O. (2012). The learning lives of digital youth—beyond the formal and informal.Oxford Review of Education, 38(1), 25-43. Hyder, Nadia. Evaluation of TTS.Digital. Rep. Research Scotland, 2017. Web. Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., ... & Watkins, S. C. (2013). Connected learning: An agenda for research and design. BookBaby. Livingstone, S., & Sefton-Green, J. (2016). The class: Living and learning in the digital age. NYU Press. Livingstone, S., & Sefton-Green, J. (2016). The class: Living and learning in the digital age. NYU Press. Livingstone, S. M., Haddon, L., & GoÌrzig, A. (2012). Children, risk and safety on the internet: Research and policy challenges in comparative perspective. Bristol, UK: Policy Press. Livingstone, S., Mascheroni, G., & Staksrud, E. (2015). Developing a framework for researching children’s online risks and opportunities in Europe. Markless, S., & Streatfield, D. (2013). Evaluating the impact of your library. London: Facet. #NotWithoutMe. Supporting Digital Inclusion for All Young People. Dunfermline: Carniege Trust, Mar. 2017. Word document. Percy-Smith, B., & Thomas, N. (Eds.). (2009). A handbook of children and young people's participation: Perspectives from theory and practice. Routledge. Quinlan, O. (2015). Young Digital Makers. London: Nesta. Shulha, L. M., & Cousins, J. B. (1997). Evaluation use: Theory, research, and practice since 1986. Evaluation practice, 18(3), 195- 208. STEP. Scottish Travel Education Programme, 2016. Web. 30 Mar. 2017. Stevens, R., Gilliard-Matthews, S., Dunaev, J., Woods, M. K., & Brawner, B. M. (2016). The digital hood: Social media use among youth in disadvantaged neighborhoods. new media & society, 1461444815625941.Chicago Streatfield, D., & Markless, S. (2009). What is impact assessment and why is it important?. Performance measurement and metrics, 10(2), 134-141. TTS.Digital. Creative Scotland, 2015. Web. 30 Mar. 2017. Wilson, Gina. "Digital Inclusion for All Young People?" Holyrood Magazine. Dods Group Plc, 15 Mar. 2017. Web.