Tamara Clegg
Biographic Data
| ID | 3650489 |
|---|---|
| NAME | Tamara Clegg |
| GIVEN NAMES | Tamara |
| FAMILY NAME | Clegg |
| SIGNATURE | CLEGG T |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0001-6558-6944 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Data everyday as community‐driven science: Athletes' critical data literacy practices in collegiate sports contexts
In this article, we investigate the community‐driven science happening organically in elite athletics as a means of engaging a community of learners—collegiate athletes, many of whom come from underrepresented groups—in STEM. We aim to recognize the data literacy practices inherent in sports play and to explore the potential of critical data literacy practices for enabling athletes to leverage data science as a means of addressing systemic racial…
The visible body and the invisible organization: Information asymmetry and college athletics data
Elite athletes are constantly tracked, measured, scored, and sorted to improve their performance. Privacy is sacrificed in the name of improvement. Athletes frequently do not know why particular personal data are collected or to what end. Our interview study of 23 elite US college athletes and 26 staff members reveals that their sports play is governed through information asymmetries. These asymmetries look different for different sports with dif…
Changing Lanes: Relational Dispositions That Fuel Community Science Learning
Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Int…
SIGCHI at 40: Celebrations and Aspirations
research-article SIGCHI at 40: celebrations and aspirations Authors: Andrew L. Kun University of New Hampshire University of New HampshireView Profile , Elizabeth Churchill Google GoogleView Profile , Tamara L. Clegg University of Maryland University of MarylandView Profile , Jonathan Grudin Microsoft and University of Washington Microsoft and University of WashingtonView Profile , Kristina Höök KTH Royal Institute of Technology KTH Royal Institu…
The case for alternative endpoints in computing education
This paper argues for a re‐examination of the nature and goals of broad computing education initiatives. Instead of starting with specific values or goals, we instead begin by considering various desired endpoints of computing instruction and then work backward to reason about what form learning activities might take and what are the underlying values and principles that support learners in reaching these endpoints. The result of this exercise is…
Strengthening Children’s Privacy Literacy through Contextual Integrity
Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates pr…
The Platformization of the Classroom: Teachers as Surveillant Consumers
Technology platforms, including learning management systems and monitoring tools, have taken root in schools. While seen as bringing efficiency or innovation into classrooms, they also offer greater capacities for surveillance. Drawing on findings from focus groups with teachers in the US, we explore how teachers’ use of technology platforms produces surveillance. We argue that this positions teachers as surveillant consumers who use monitoring a…
The Platformization of the Classroom: Teachers as Surveillant Consumers
Technology platforms, including learning management systems and monitoring tools, have taken root in schools. While seen as bringing efficiency or innovation into classrooms, they also offer greater capacities for surveillance. Drawing on findings from focus groups with teachers in the US, we explore how teachers’ use of technology platforms produces surveillance. We argue that this positions teachers as surveillant consumers who use monitoring a…
The Platformization of the Classroom: Teachers as Surveillant Consumers
Technology platforms, including learning management systems and monitoring tools, have taken root in schools. While seen as bringing efficiency or innovation into classrooms, they also offer greater capacities for surveillance. Drawing on findings from focus groups with teachers in the US, we explore how teachers’ use of technology platforms produces surveillance. We argue that this positions teachers as surveillant consumers who use monitoring a…
Strengthening Children’s Privacy Literacy through Contextual Integrity
Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates pr…
The case for alternative endpoints in computing education
This paper argues for a re‐examination of the nature and goals of broad computing education initiatives. Instead of starting with specific values or goals, we instead begin by considering various desired endpoints of computing instruction and then work backward to reason about what form learning activities might take and what are the underlying values and principles that support learners in reaching these endpoints. The result of this exercise is…
SIGCHI at 40: Celebrations and Aspirations
research-article SIGCHI at 40: celebrations and aspirations Authors: Andrew L. Kun University of New Hampshire University of New HampshireView Profile , Elizabeth Churchill Google GoogleView Profile , Tamara L. Clegg University of Maryland University of MarylandView Profile , Jonathan Grudin Microsoft and University of Washington Microsoft and University of WashingtonView Profile , Kristina Höök KTH Royal Institute of Technology KTH Royal Institu…
Data everyday as community‐driven science: Athletes' critical data literacy practices in collegiate sports contexts
In this article, we investigate the community‐driven science happening organically in elite athletics as a means of engaging a community of learners—collegiate athletes, many of whom come from underrepresented groups—in STEM. We aim to recognize the data literacy practices inherent in sports play and to explore the potential of critical data literacy practices for enabling athletes to leverage data science as a means of addressing systemic racial…
The visible body and the invisible organization: Information asymmetry and college athletics data
Elite athletes are constantly tracked, measured, scored, and sorted to improve their performance. Privacy is sacrificed in the name of improvement. Athletes frequently do not know why particular personal data are collected or to what end. Our interview study of 23 elite US college athletes and 26 staff members reveals that their sports play is governed through information asymmetries. These asymmetries look different for different sports with dif…
Changing Lanes: Relational Dispositions That Fuel Community Science Learning
Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Int…
Psychology (6 works) · Computer Science (5 works) · Pedagogy (5 works) · Political science (5 works) · Public relations (4 works) · Sociology (4 works) · Engineering (3 works) · Social Psychology (3 works) · Computer security (2 works) · Literacy (2 works)