I’ve been wandering the net looking for useful information for grad students (particularly those who are working on their dissertation and looking forward to the job market.) So here I will start compiling the useful information and links I have found and update as needed.
If you have your own materials or have links to ones you like, feel free to share in the comments!
Abstract: Traditional face-to-face social interactions can be challenging for individuals with autism, leading some to perceive and categorize these individuals as less social than their peers. For example, autism can be accompanied by difficulty making eye contact, interpreting some nonverbal cues, and performing coherent verbal utterances. While these challenges can be interpreted as an inability or lack of desire for social interactions, researchers have begun to explore how to expand the definition of sociality for those with autism. My research explores how technology can support alternative means of sociality, particularly for children with autism engaged in social play. In this advancement talk, I will present two research studies: SensoryPaint and Autcraft. SensoryPaint is a multimodal sensory environment built to enable whole-body interaction with the Kinect. Evaluation of SensoryPaint was conducted in two stages: a lab-based study and a deployment study. Results from this study show how these systems can promote socialization. My second research project explores Autcraft, a Minecraft community for children with autism and their allies. I will present results from on-going ethnographic work exploring the community’s Minecraft server and other community affiliated social media. Results from this study highlight ways in which community members use technology to create a safe environment for children with autism to explore alternative forms of social expression. Findings suggest an expansion of how sociality has traditionally been conceptualized for individuals with autism and how technology plays a key role in facilitating this new sociality.
Preview: Members of the Autcraft community for children with autism and their allies use a variety of social media platform, centered around Minecraft. The community’s use of various technologies facilitates the expansion of how members can socialize with one another, giving them opportunity to explore their own sociality, expand how they would like to be able to socialize, and deepen their connection with other members of the Autcraft community.
“I love being a member of the [Autcraft] community and love spending time with my ‘family’ here. … A place I was accepted for … just being ‘different’ than others.”
If a child finds face-to-face conversations challenging and feels isolated from their peers at school, where can they go to make friends? Online communities have the potential to support social interaction for those who find in-person communication challenging, such as children with autism. Unfortunately, online communities come with their own set of problems – cyberbullying is particularly troubling. We studied how one online community, Autcraft, through a variety of social media platforms, practices and defines how they are social.
Autcraft is a Minecraft community for children with autism and their allies run by parent volunteers. The goal of the Autcraft community is to have a safe space for children with autism to play Minecraft free from harassment and bullying (for more information visit the Autcraft website). As part of our study, I have been conducting an on-going ethnography within the community (see our paper for details). This study included analysis of activity within the Minecraft server, forums, website, Twitter, Facebook group, YouTube, and Twitch.
Our analysis demonstrates how members of the Autcraft community search for, practice, and define sociality. These results indicate more broadly how people may increasingly find new ways to express themselves and create a sense of community as emergent forms of media change the nature of our social landscape. Our exploration of Autcraft adds to a growing body of work about social platforms by showing how flexible, multimodal communications not only “keep the game going” but also can have profound effects for self-expression and feelings of social belonging.
Autcraft community members engage in the following:
Searching For and Finding Community. Minecraft serves as a bridge or means of entry for members of this community. The game plays a key role, coupled with other forms of social media, in supporting children who are particularly known to struggle with finding social support. Autcraft—including the game, forums, Facebook page, and community-related videos—helps community members to not feel “alone.” Much like for other youth online, Autcraft members describe “hanging out” with their friends in Minecraft. Although they may not be meeting in person, members consider these relationships to be meaningful friendships. Autcraft, by its very nature of blending social interaction with strict rules of behavior and appealing game mechanics, comes together to form a space of cohesion, not difference, and of support, not scorn.
Defining Sociality and Community. Although Autcraft community members often seek out social relationships through Autcraft as an augment to in-person relationships, some do not wish to seek out these in-person friendships. Those who prefer the majority of their socializing to occur online struggle with what it means to be “social.” Acceptance is a cornerstone to making being “different” more tolerable and reducing the social isolation and loneliness that frequently surrounds difference.
Practicing Sociality. In practicing their social behavior, social connections are formed and maintained through a variety of media technologies, allowing members to use communicative practices best suited for them, both as individuals and as a group. The community sets the stage for sociality by encouraging members to “Be Kind, Be Respectful, Be Responsible.” On an individual level, Autcraft provides powerful common ground for players, a key foundation to many friendships. Not only do those who join the community share a common interest in Minecraft, they also all have claimed to be either an ally of, or someone with, autism. This is a requirement the community regulates carefully. These two components of the community help lay the groundwork for friendship because they represent part of a person’s shared interest.
By using various platforms, members of the Autcraft community are able to form deeper friendships with one another, if so desired. Being able to foster these relationships across the myriad platforms creates cohesion in the community. Two members may meet through an advertisement on the forums for builders, build a project together, and then go on to create YouTube videos together of the experience. This facilitates the expansion of how members can socialize with one another, giving them opportunity to explore their own sociality, expand how they would like to be able to socialize, and deepen their connection with other members of the Autcraft community.
For more details about our methods and findings, please see our full paper that has been accepted to CHI 2016 (to appear in May 2016). Full citation and link to the pdf below:
Acknowledgements: We thank the members of Autcraft for the warm welcome to their community. We would like to thank members of LUCI for their feedback on this paper. We would also like to thank Robert and Barbara Kleist for their support. This work is covered by human subjects protocol #2014-1079 at the University of California, Irvine.
As mentioned in Part 1, I am discussing my various workflow tools in order to have a more pleasant and efficient grad school experience. Last week, in Part 2, I discussed my general task management and in Part 3 I discussed reading and citations. This week I will be starting my sub-series about writing.
Sources: Much of what I’ve learned about my workflow, I’ve gotten from other folks. What I’m discussing in the next few posts is an amalgamation of different work management patterns I’ve gotten from around the internet, people in the lab, or figured out for myself. I would like to give a big thanks to Hacking the Thesis.
Over the next month I will be posting about the various steps I take in my writing. My plan is to talk about the following:
academic paper drafts
writing for blogs or other “general” audience media
One book I found very helpful was Writing Your Dissertation in 15 Minutes a Day. The habit that I have picked up since my first read through is writing everyday. I do this by setting aside roughly 45 minutes of my day for my free writing. I aim for about 1500 words per day of this kind of writing. The next level of writing is slightly more structured memos, which usually have some kind of focus (a question I am trying to answer, or something specific I am analyzing or drafting up). Finally, the free writes and memos then feed into my rough drafts. When I know what kind of question I want to answer for a particular venue, I can start a more formal drafting process. This is also where I bring in coauthors to help with the argument, literature, and clarity.
While my main focus is my academic writing, I also change things up to give my brain a rest by writing fiction and journalling. Perhaps I will have more on this after I’ve finished this series of blog posts.
For those that know me personally, you’ll know I recently gave birth to the sweetest little boy. He is known as baby Kai in my HCI circles to identify him from the many Kai, Khai, and CHI’s floating about. He’s 3 months old and, as I have heard from several sources, I am just now starting to come out of the fog. I perhaps likened my experiences as more sort of clawing my way out of a pit, but the end result is the same. I am here, slightly battered and definitely disoriented, but so very much richer than I was before.
I start this blog up again because I feel like it was always an important thing for me to document what has been happening in my life- both for my own amusement and to point to when people ask me how I “do it” (that is, go to grad school, be a mom, and stay a semi-sane human being).
The plan is to produce posts (realistically, semi-sporadically) about my research, writing, things I’m reading, videos as I make them, tales from being a grad school mom, progress on video games I’m making, and gaming in general (I’m going to be honest, you’re going to probably get a lot about Minecraft).
A handful of experiences and people helped to transform me from a lost undergraduate who was thinking of dropping out, to a successful, ambitious graduate student. I struggled for many years as an underrepresented student, both as a woman and as a student with a disability, to complete my undergraduate degree and find my niche in the world. Now, not only do I want to make a career of researching assistive technology, I also want to be a mentor for those who follow me, just as I had mentors to guide my way.
As the only woman in my undergraduate computing classes, I faced adversity and isolation. I sought support and attended the Grace Hopper Celebration of Women in Computing Conference (GHC). Upon learning that I was one of many women facing isolation in their computing courses, I founded an ACM-W Chapter for women in computing at Washington State University Vancouver (WSUV). I felt the need to create greater participation of college women in computing, a support network for them, and a way to mentor freshmen and high school girls. As the chair of the chapter for the first year, I planned a campus-wide event to encourage women to pursue computing careers and spoke at a panel discussion. The event hosted 40 women from campus and the local community and received very positive feedback. The women from the community college who had not considered pursuing a four-year degree until they heard our panel inspired me. I have continued to mentor one young woman who is now pursuing her undergraduate degree in computer science and intends to continue on to graduate school.
On my graduate school campus, University of California Irvine (UCI), I am involved in a similar group: Women in Information and Computer Sciences (WICS). I volunteered with WICS in summer 2013 to mentor middle and high school girls interested in computing. In fall 2013, I also helped start a graduate chapter of this group. As a graduate student representative for UCI, I attended GHC 2014 as a student volunteer. My connections with these groups led me to other opportunities, such as conducting research and presenting at two academic conferences, as well as mentoring underrepresented undergraduates.
Through my experiences with the women in computing groups, I have realized how important mentorship is for those in the early stages of their careers. Through teaching and mentoring, I have been able to ignite my passion for helping others through research with students and also pass along valuable skills that they will use in their future studies. During my first year as a graduate student, I led a diverse team of undergraduates, all of whom are underrepresented minorities, in the development of a whole-body interface application on the Microsoft Kinect for children with autism. I encouraged my team to work together to solve problems and learn how to collaborate effectively. I also coached them in giving a presentation to the lab about their work. Continuing this project, I have expanded the scope of the software, and have begun working with a professor from the Dance Department to create new avenues of therapy for children with autism. One of the undergraduates I mentored has since graduated with a B.S. in Informatics and is now applying to graduate school.
In an effort to serve my local community, I volunteer as an instructor for technology use workshops for young adults with autism who are transitioning into the workplace from high school. In a more formal setting, I have also had the opportunity to be a teaching assistant for undergraduate level courses. As part of my responsibilities, I have worked with students one-on-one, as well as leading discussion sections of more than 40 students. In addition to regular discussion lectures, I also gave a guest lecture to the entire class of 250 students. Knowing the importance of mentorship for undergraduates, these varied teaching experiences increase my desire to seek a position that allows me to continue mentorship my PhD.