107 research outputs found
Making the familiar strange: studying the Syrian refugee crisis
No full textMeryl Alper shares insights from her new book, Giving voice: Mobile communication, disability, and inequality. She discusses how her study of parents raising children with disabilities in the digital age also became a snapshot of the global Syrian refugee crisis. Meryl is Assistant Professor of Communication Studies at Northeastern University and Faculty Associate with the Berkman Klein Center for Internet and Society at Harvard University
Future talk: parenting for a digital future for young people with a disability
No full textMeryl Alper says the relationship between disabled children and the digital future is a complicated one. In this post, she looks at one U.S.-American family’s story and discusses how it’s characteristic of many parent’s talk of the future, digital media and its role in their disabled child’s paths and plans. She is a PhD candidate at the Annenberg School for Communication and Journalism at the University of Southern California, and author of Digital youth with disabilities. Meryl’s work focuses on the social and cultural implications of communication technologies, with a focus on disability and digital media, children and families’ media use and mobile communicatio
Balancing vulnerability, support, and safety: the promotion and protection of disabled children’s digital rights
No full textIndividuals with disabilities make up 15% of the global population, or approximately 1 billion people. There are an estimated 93–150 million children with disabilities globally, of which nearly 80% live in the Global South. Yet disabled children have found it difficult to realize their rights in the digital age. For www.parenting.digital, Meryl Alper explores the state of digital inclusion and exclusion when it comes to children with various disabilities and the need to balance vulnerability, support, and safety in order to promote and protect disabled children’s digital rights
Digital Youth with Disabilities
No full textAn examination of media and technology use by school-aged youth with disabilities, with an emphasis on media use at home. Most research on media use by young people with disabilities focuses on the therapeutic and rehabilitative uses of technology; less attention has been paid to their day-to-day encounters with media and technology—the mundane, sometimes pleasurable and sometimes frustrating experiences of “hanging out, messing around, and geeking out.” In this report, Meryl Alper attempts to repair this omission, examining how school-aged children with disabilities use media for social and recreational purposes, with a focus on media use at home. In doing so, she reframes common assumptions about the relationship between young people with disabilities and technology, and she points to areas for further study into the role of new media in the lives of these young people, their parents, and their caregivers. Alper considers the notion of “screen time” and its inapplicability in certain cases—when, for example, an iPad is a child's primary mode of communication. She looks at how young people with various disabilities use media to socialize with caregivers, siblings, and friends, looking more closely at the stereotype of the socially isolated young person with disabilities. And she examines issues encountered by parents in selecting, purchasing, and managing media for youth with such specific disabilities as ADHD and autism. She considers not only children's individual preferences and needs but also external factors, including the limits of existing platforms, content, and age standards
Digital Youth with Disabilities
No full textAn examination of media and technology use by school-aged youth with disabilities, with an emphasis on media use at home.Most research on media use by young people with disabilities focuses on the therapeutic and rehabilitative uses of technology; less attention has been paid to their day-to-day encounters with media and technology—the mundane, sometimes pleasurable and sometimes frustrating experiences of “hanging out, messing around, and geeking out.” In this report, Meryl Alper attempts to repair this omission, examining how school-aged children with disabilities use media for social and recreational purposes, with a focus on media use at home. In doing so, she reframes common assumptions about the relationship between young people with disabilities and technology, and she points to areas for further study into the role of new media in the lives of these young people, their parents, and their caregivers.Alper considers the notion of “screen time” and its inapplicability in certain cases—when, for example, an iPad is a child's primary mode of communication. She looks at how young people with various disabilities use media to socialize with caregivers, siblings, and friends, looking more closely at the stereotype of the socially isolated young person with disabilities. And she examines issues encountered by parents in selecting, purchasing, and managing media for youth with such specific disabilities as ADHD and autism. She considers not only children's individual preferences and needs but also external factors, including the limits of existing platforms, content, and age standards
Online Appointment Scheduler: The Perfect Fit for the On-Demand Generation
No full textColumn description. Special Libraries, Special Challenges is a column dedicated to exploring the unique public services challenges that arise in libraries that specialize in a particular subject, such as law, medicine, business, and so forth. In each column, the author will discuss public service dilemmas and opportunities that arise in special libraries. Special or subject-matter librarians interested in authoring a piece for this column are invited to contact Patti Gibbons and Deborah Schander. This article is written by Meryl Brodsky. Meryl is the Business Librarian at Eastern Michigan University. She holds a MLS from Southern Connecticut State University and an MBA from Cornell University. This article explores a case study at Eastern Michigan University and how the Business Librarian transitioned from traditional office hours to an appointment-based system to better meet the reference needs of current students. The article examines the LibCal online scheduling program, how it was rolled out at EMU, its effectiveness and reception
Supporting children with complex communication needs
No full textMany children face significant challenges communicating, expressing themselves, and sharing their creative thoughts and ideas with others. Interactive technologies are playing an increasing role in addressing these challenges. This workshop will be an opportunity to discuss design, implementation, and evaluation methods, the needs of specific communities, as well as experiences in previous and current projects
Impossible digital choices for parents struggling during COVID-19
No full textGiven that the book Parenting for a Digital Future was published during COVID-19, Sonia Livingstone was delighted to be invited by Henry Jenkins to compare notes with Meryl Alper and S. Craig Watkins about the issues parents are confronting as they grapple with traditional “screen time” advice at a time when so many everyday activities have gone online. This is how Sonia began their conversation
Effectiveness of Microteaching for Developing Observation, Communication, and Professional Behavior Skill Sets Among Occupational Therapy Students
No full textAbstract
Date Presented 3/31/2017
This study explores the effectiveness of microteaching for developing a range of clinical skills among occupational therapy students. Findings show that microteaching is more effective than traditional methods for developing students’ professional behaviors and facilitating peer-supported learning.
Primary Author and Speaker: Dragana Krpalek
Additional Authors and Speakers: Sharon Pavlovich
Contributing Authors: Heather Javaherian-Dysinger, Katie Beach, Anna Boehning, Jacqueline Lim, Meryl Paja, Aishani Patel, Christine Pham</jats:p
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