Programsamordnare för IT, medier och design
Click-guides and panic buttons - Designed possibilities for youth agency and user empowerment in online youth counselling servicesMer info
Childhood 2017, 24 (2): 260-278.
This study examines how possibilities for agency are designed into online youth counselling services, as well as how such possibilities are addressed by young prospective users during the design of the services. The data are drawn both from the design of a national website for youth clinics in Sweden and from a design project developing e-services for local youth clinics in a Swedish municipality. The agency of young users is here treated as a key concern for understanding how user empowerment is accomplished through the design of websites and e-services. Using combined research materials (i.e. two websites and focus group meetings), this study demonstrates how design features may both facilitate and restrict young people’s involvement and control over sensitive and private issues. In addition, we demonstrate how the designed possibilities for empowerment may allow young users to critically approach and effectively use such services.
More and more people are using the internet to access various societal functions. In recent years, municipalities and private enterprises have increasingly begun to explore and develop internet-based services to support public health in general and to disseminate health information in particular. This compilation thesis consists of four articles that explore and provide different perspectives on the design and implementation of new online youth counselling services for public organisations and social services, working with counselling and health information for young people. Ethnographic methods, and materials from two empirical settings, have been used to investigate how aspects of design and participation can serve to empower both potential young users and counsellors as stakeholders in the design projects. An important secondary focus is how mechanisms of empowerment play out in the design of online counselling services targeting young people. The notion of empowerment is addressed in terms of empowerment through design, focusing on normative expectations regarding young people as users of online youth counselling, as well as how to work with norms and norm-critical perspectives in the design and development of user interfaces. Another aspect of empowerment concerns participation, here seeking an increased understanding of the processes, practices and shifting roles involved in engaging professionals and young users as participants in a design project. In order to address these interrelated areas of inquiry, an eclectic theoretical and methodological approach has been used to study design in practice. An ethnomethodological approach unpacks how the participants relate to and reflect upon the design projects under study, highlighting aspects of empowerment and user agency. In addition, a sociocultural perspective on communities of practice and participation is used to increase the understanding of what it means to be a participant in participatory design projects. The findings show how embedded social norms and values have implications for users’ identities as presented in the digital design of online youth counselling services. The findings also reveal ways in which user empowerment is facilitated but also restricted by the design of youth counselling e-services, including not only the designed multimodal features of such services, but also the norms that guide usage. The studies also address the outcomes of technological change and the implementation of sociotechnical systems and services for the professionals involved in design projects. Here the studies provide knowledge about the forms of practical reasoning the counsellors engage in when anticipating work-related issues associated with the new technology and how they might deal with potential challenges. Finally, the findings show how participation in a design project may enable the development of new forms of communities of practice in which the participants and their roles and participation status change as the organisation changes.
Text & Talk 2016, 36 (6): 705-731.
The present study examines a set of discussions among professional counselors in the area of youth counseling, as they participate in the development and design of an online video-mediated communication platform. With an overarching interest in how participatory design is performed through conversations, the analysis focuses on analogical reasoning through which the envisaged system is anchored to existing technologies and work practices. Three forms of analogical reasoning are identified: formulating design alternatives; challenging problem formulations; and telling stories. In various ways, these forms of analogical reasoning inform the ongoing design decision-making process, where the hypothetical technology and its organizational and work-related implications are evaluated. The study contributes to how analogical reasoning is done in interaction, and places the findings in the context of participatory design and studies of design reasoning.
Socio-technical dilemmas in participatory design - The development of an online video-mediated youth counsellingMer info
In: 4th International conference applied linguistics and professional practice. : ALAPP.
The availability of online resources for youth counselling has increased in later years, posing a number of new challenges for existing practices and practitioners. Previous research on online youth counselling has addressed the changing conditions for professionals as well as for the young clients (Danby et al., 2009; 2011; Harris et al., 2012) but has not previously examined the processes through which the services are developed. In this study we follow a participatory design project in the development of a youth counselling e-service in Sweden. The study provides an ethnomethodologically informed analysis of how a group of counsellors discuss possible socio-technical dilemmas created by the introduction of web-based video-mediated counselling. As the analyses demonstrate, the planned implementation is met by the counsellors with extensive hypothetical reasoning. The counsellors draw on various experiences from the existing work practice, experiences of distance interaction with clients via telephone and chat as well as face-to-face meetings. With the help of these resources the counsellors provide reasoned accounts of envisaged problems connected with the combination of visual access and physical distance introduced by the video-link. Two issues in particular are topicalized: the problem of ‘dirty calls’ where callers engage counsellors in talk about sexual issues as a means of self-gratification; and the issue of suicide threats. The specific problems of the video-link are made salient through contrasts with face-to-face meetings as well as with telephone calls. Three main methods of addressing hypothetical problems can be discerned: first, normalizing the articulated problem by minimizing the difference between the new technology and existing practice (e.g. suggesting that Skype conversations can be ended in the same way as telephone calls); second, proposing conversational strategies in which referring to technological malfunction can be used as a resource for ending unpleasant calls or disabling the problematic video-link; third, defining and limiting the particular circumstances in which the video-link is to be used. Some general conclusions that can be drawn are that the practitioners use experiences from their current practices both to hypothesize about problems and create strategies for solutions. In different ways, these strategies work to bring the hypothetical new environment in line with existing work practices.
Designing Gender in Social Media - Unpacking Interaction Design as a Carrier of Social NormsMer info
International Journal of Gender, Science and Technology 2014, 6 (2): 223-241.
In this paper we focus on interaction design as the practice of designing interactive and digital products, services, systems and/or environments. Of interest in the area of interaction design is people’s use of designed things, which also makes it relevant to relate interaction design to the social norms present in society, such as gendered norms. We present three different cases in which we have analyzed different aspects of interface design and put a specific focus on interaction design as a carrier of social and gendered norms. The first case concerns a qualitative study of how young girls interact with and present themselves in a photo blog website. The second case is a study of the way that young women entrepreneurs use the functionality of social media to mold an attractive online persona (an invented, or adjusted, character that one wants to put forward). The third case is based on a study of the development of the national youth counseling site in Sweden. By using the concepts of interference and social norms as analytic tools, we exemplify various ways in which social norms, such as gender norms, diversity, power relations, equality, marginalization, etc. are part of interaction design and how the interface design reinforces norms and provides a far from neutral arena. In this paper, gender is highlighted in relation to social norms and values in society and social expectations and hierarchies. On the basis of our findings from the three different cases, we argue that there is a need to unpack how digital design embeds gender norms and to demonstrate how the relationship between norms and design can be critically examined.
In: CaTaC’14: Culture, Technology, Communication: Celebration, Transformation, New Directions [online proceening]. : .
In this paper we argue for the need of a methodological framework for analysing the design of websites from a norm-critical perspective. Identifying some issues and challenges in previous studies on norms and values in interface design we suggest an approach for analysing norms in websites and user interfaces based on sociological and cultural perspectives on design. Approaching norms in interface design we understand design in terms of resources for interaction, involving four aspects of interaction: cultural representations, technology, interactivity, and context.
Critical design goggles: Explorative use of critical design perspectives in a video production project Mer info
In: SIDER’14 Royal Institute of Technology, KTH, Stockholm, Sweden, April 11-12, 2014.. : .
This paper is built on a study that intends to develop a method by creating a set of tools based on selected parts from critical design and critical design theory. The goals of these tools are to function as instruments enabling practical implementation of critical design in a design and/or production process. In this study we develop the tools for critical design work and test our tools in a specific production process of a music video to explore how to apply critical design practically. Indoing so we used design-oriented research methods. By bringing together critical design perspectives and the practice of video production, this study wishes to contribute to the work of bridging the gap between theory and practice in critical design.
Crafting interaction – materiality in digital interaction design and traditional crafting practices Mer info
In: Proceedings of the 7th Nordic Conference on Human-Computer Interaction, Making Sense Through Design, NordiCHI ’12 ACM. New York : Association for Computing Machinery (ACM).
In: Gender & ICT '11. Umeå : Umeå universitet.
Critical perspectives are rare in human-computer-interaction (HCI) research. Although digital artifacts constitute a fundamental part of the contemporary lifestyle it is seldom discussed how the use of such objects affect the way we understand the world. We propose a new concept, norm-critical design, in which the unit of analysis is the interaction design consisting of technology, interaction, images, sounds, text and how they together construct meaning. We argue that there is a need to unpack how digital design embeds norms and to examine how the relationship between norms and design can be critically examined. The discussion in this paper is based on two different empirical studies. First we will discuss how normative structures are present in the image blog site bilddagboken.se The other empirical material that we discuss is a case study of the design work in a youth counselling site in Sweden (umo.se). The case study gives examples of how different design elements are used in the design and development of websites in order to create a norm-critical experience for the users. We describe how these concerns affect the design outcome in the development of an animation about love.
In: 1st International Workshop on Values in Design - Building bridges between RE, HCI & Ethics. : .
Although digital artefacts constitute a fundamental part of thecontemporary lifestyle it is seldom discussed how the use of such objects affect the way we understand the world. We propose a new concept, norm-critical design, in which the unit of analysis is the interaction design consisting of technology, interaction, images, sounds, text and how they together construct meaning. We argue that there is a need to unpack how digital design embeds norms and to examine how the relationship between norms and design can becritically examined. We base our discussion on studies of online youth counselling.
In: The 4th International Conference on Multidisciplinary Perspectives on Child and Teen Consumption - interdisciplinary, theory and practice. Linköping : Linköping University.
The reflected body of the child — a critical discussion on the construction of the online I and person Mer info
In: People and Technology. Handen : School of Communication, Technology and Design, Södertörn University College, 2006. 27-35.
This article draws on data from a participatory design project developing services for online youth counselling. It investigates the outcomes and contingencies of participation for stakeholders (here counsellors) and how they make sense of their experiences of participating in a design project. The findings show how counsellors involved in a participatory design process develop new skills and knowledge as their roles and work practices in the project change overtime. The study is longitudinal, following a project that stretches over a period of three years, and addresses temporal aspects of participation, and in particular what happens when the design efforts come to an end and the designed service is launched. It is found that a participatory design project that fails with respect to its explicitly stated goals may still have positive secondary outcomes due to the engagement and process of situated learning among the participants involved.