Conference Agenda (All times are shown in Eastern Daylight Time)

Despite the growing body of makerspace services and programming in public libraries, research focused on designing accessible makerspaces and making programming for youth with disabilities has been limited, with a few exceptions. By analyzing data from various sources including field observations and interviews with staff and patrons from four public library makerspaces in the United States, this collective case study presents findings of how these makerspaces designed their spaces and what strategies were used in preparing tools and machines, online website, and marketing to enhance accessibility and inclusivity for youth with disabilities. Our findings provide practical implications for the universal and user-centered design of affordances in public library makerspaces.

Since September 2021, following the Taliban’s resurgence, girls in Afghanistan above the sixth grade have been barred from attending school and educational institutions, which effectively prohibited their access to formal education. This led to online schooling becoming their primary educational outlet. At the same time, there have been a few studies on Afghan girls' online education, and no study has yet investigated the effectiveness of their online schooling. Using a mixed-methods approach, this research assesses the effectiveness of online programs from the perspectives of students, parents, school leaders, and international organizations. Our study found generally positive perceptions of curriculum quality, collaboration in online learning environments, and the availability of online educational resources. However, issues such as limited access to internet connection and technology devices, unreliable electricity, and the lack of official diploma recognition emerged as significant barriers. The findings underscore the critical role of online libraries and resources in supporting online education. The study provides recommendations for human rights advocates and educational activists to enhance the viability of online schooling as a temporary solution for girls in Afghanistan. Our primary contribution is an information behavior model in the context of online education for girls in Afghanistan.

With the increased usage of Artificial Intelligence (AI) and tools like ChatGPT, various disciplines, including instructional design (ID), are experiencing rapid changes to organizational identity, pedagogy and practice. Thus, it is essential to understand how AI impacts the ID community and how the community reacts and adjusts to the change in practice brought in by AI-driven initiatives and workflows. Motivated by this social premise, we explored a sample of 100 conversations focused on AI from a popular subreddit (r/instructionaldesign) to understand community perceptions, learning visions and implications for practice. Our initial exploration highlights three key themes associated with the need for expanding curriculum and training, understanding the impact of practice and the evolution of disciplinary norms. These insights spark the need to understand how the ID field is evolving, embracing, and realigning disciplinary values to appropriate the usage of AI within the practice of ID. The long-term implications of this work include understanding the usage of online communities as forums of informal on-demand learning and the varied sociotechnical affordances that shape and regulate community building through these online formats, ultimately impacting the sustenance and efficacy of such virtual forums of learning and professional development.