Advertisement

Affective, Behavioral, and Cognitive Aspects of Teen Perspectives on Personal Data in Social Media: A Model of Youth Data Literacy

  • Yu Chi
  • Wei Jeng
  • Amelia Acker
  • Leanne Bowler
Conference paper
First Online:
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10766)

Abstract

In this study, we explored the interplay between teens’ Affective states (A), Behavioral states (B), and Cognitive states (C) in relation to the personal data they generate in social media, applying the “ABC model” from the social psychology domain. The data was collected from semi-structured interviews with 22 US teens in three library branches of the Carnegie Library of Pittsburgh, USA. Results from content analysis suggest that: (1) Young people are positive about their data skills, while feeling negative or insecure about data privacy issues; (2) young people with negative affective states related to data privacy are more likely to make an effort to secure their social media accounts and profiles. Given the results, we suggest librarians, educators and software developers apply a range of strategies in reaction to teens’ different ABC states to the design of data literacy programs, services, and software applications.

Keywords

Data literacy Affect Behavior Cognition Teens 
This is a preview of subscription content, log in to check access.

References

  1. Bowler, L., Acker, A., Jeng, W., Chi, Y.: “It lives all around us”: aspects of data literacy in teen’s lives. Proc. Assoc. Inf. Sci. Technol. 54(1), 27–35 (2017)CrossRefGoogle Scholar
  2. Deahl, E.S.: Better the data you know: developing youth data literacy in schools and informal learning environments. Unpublished master’s thesis, Massachusetts Institute of Technology (2014)Google Scholar
  3. Julien, H., McKechnie, L.E., Hart, S.: Affective issues in library and information science systems work: a content analysis. Libr. Inf. Sci. Res. 27(4), 453–466 (2005)CrossRefGoogle Scholar
  4. Kuhlthau, C.C.: Inside the search process: information seeking from the user’s perspective. J. Am. Soc. Inf. Sci. Technol. 42, 361–371 (1991)CrossRefGoogle Scholar
  5. Madden, M., Lenhart, A., Cortesi, S., Gasser, U., Duggan, M., Smith, A., Beaton, M.: Teens, social media, and privacy. Pew Res. Center 21, 2–86 (2013)Google Scholar
  6. Martzoukou, K.: A review of web information seeking research: considerations of method and foci of interest. Inf. Res. 10(2), Paper 215 (2005)Google Scholar
  7. Mizokawa, D.T., Hansen-Krening, N.: The ABCs of attitudes toward reading: inquiring about the reader’s response. J. Adolesc. Adult Lit. 44(1), 72–79 (2000)Google Scholar
  8. Montgomery, K.: Children’s media culture in a big data world. J. Child. Media 9(2), 266–271 (2015)CrossRefGoogle Scholar
  9. Nahl, D., Bilal, D. (eds.): Information and Emotion: The Emergent Affective Paradigm in Information Behavior Research and Theory. Information Today, Inc., Medford Township (2007)Google Scholar
  10. Ostrom, T.M.: The relationship between the affective, behavioral, and cognitive components of attitude. J. Exp. Soc. Psychol. 5(1), 12–30 (1969)CrossRefGoogle Scholar
  11. Plowman, L., McPake, J.: Seven myths about young children and technology. Child. Educ. 89(1), 27–33 (2013)CrossRefGoogle Scholar
  12. Schwarz, N.: Emotion, cognition, and decision making. Cogn. Emot. 14(4), 433–440 (2000)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of PittsburghPittsburghUSA
  2. 2.National Taiwan UniversityTaipeiTaiwan
  3. 3.University of Texas at AustinAustinUSA

Personalised recommendations