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Creators/Authors contains: "Litts, B.K."

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  1. (, Proceedings of 16th International Conference of the Learning Sciences)
    Chinn, C. (Ed.)
    As new technologies proliferate our world, many well-meaning efforts seek to expand access to and broaden participation in STEM education and careers, yet many of these efforts disregard the fact that science, technology, and design are cultural processes. Building on a growing body of work, we examine how families experience and design together at the intersection of culture and technology. Drawing on Indigenous science and culturally sustaining/revitalizing perspectives, we investigate the ways in which families engage with culture and technology during a plant walk led by Tribal Elders that included a Tribally- designed virtual reality (re)interpretation of the experience. Insights from our findings highlight ways in which one Tribal Nation balanced culture and technology in ways that reclaimed their uses to maintain technological sovereignty and self-determination as designers. 
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    Accepted Manuscript Full Text Available
  2. (, Proceedings of 15th International Conference of the Learning Sciences)
    de Vries, E. (Ed.)
    Scholars have called for equity-oriented, community-centered approaches to STEM related research and design to help address the persistent disparities and inequities in these fields. In response to this need, we explore a community-driven design research approach, a collaborative research process in which Indigenous partners maintain sovereignty. As a team of Indigenous and non-Indigenous educators, researchers, and designers, we present our thinking in-progress of how we have engaged the initial phases of our community-driven research and endured in the midst of global pandemic and unrest in 2020. Findings capture a snapshot of our ongoing insights for effective strategies to engage and sustain community-driven design research as a critical methodological approach. 
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    Accepted Manuscript Full Text Available