Katie Davis is Associate Professor at the University of Washington Information School, Adjunct Associate Professor in the UW College of Education, and a founding member and Co-Director of the UW Digital Youth Lab. Currently, she is a visiting research scientist in the Human Computer Interaction Lab at Hasso Plattner Institute, University of Potsdam, in Germany. Her research explores the impact of digital, interactive, and networked technologies on young people’s learning and development. She uses the insights from her empirical work to design technology experiences that support positive youth development. Her work bridges the fields of human development, human-computer interaction, and the learning sciences.
Karen Fisher teaches and conducts research on how people experience information as part of everyday life, with emphasis on the interpersonal aspects of information behavior, the role of informal social settings in information flow and its connection to happiness, as well as the broad impacts of information and communication technologies. Her current work asks how ethnic minority youth seek information and use technology on behalf of other people, especially older family members.
Alexis Hiniker is an assistant professor at the iSchool, where she studies Human-Computer Interaction (HCI) and builds technologies for children and families. She also studies the design of manipulative, addictive, and exploitative technologies for users of all ages. Hiniker is a member of UW’s design-use-build grassroots alliance in HCI+D, and she holds a Ph.D. in Human Centered Design and Engineering from the University of Washington, a master’s degree in Learning, Design and Technology from Stanford University, and a bachelor’s degree in Computer Science from Harvard. For more, visit http://alexishiniker.com.
Amy studies computing education in secondary and post-secondary settings, particularly as it relates to broadening participation, equity, and justice. She’s particularly interested in helping youth understand the limits of code, data, and machine learning, and empowering educators to teach these limits in inclusive and equitable ways. She draws upon expertise in computer science and learning sciences, and primarily publishes in CS education and HCI venues.
Jin Ha Lee
Jin Ha Lee is an Associate Professor and the MLIS Program Chair at the Information School in University of Washington, and the director of the GAMER (GAME Research) Group. Her research interests include: music, game, and multimedia information seeking and retrieval, information organization and access, and knowledge representation. She is a recipient of the Fulbright Award for Graduate Study as well as the Jean Tague-Sutcliffe Award and the Berner-Nash Memorial Award for her dissertation research, “Analysis of Information Features in Natural Language Queries for Music Information Retrieval: Use Patterns and Accuracy.”
Dr. Michelle H. Martin is the Beverly Cleary Endowed Professor for Children and Youth Services in the Information School at the University of Washington and from 2011-2016 was the inaugural Augusta Baker Endowed Chair in Childhood Literacy at the University of South Carolina. She published Brown Gold: Milestones of African-American Children’s Picture Books, 1845-2002 (Routledge, 2004) and co-edited Sexual Pedagogies: Sex Education in Britain, Australia, and America, 1879-2000 (with Claudia Nelson, Palgrave, 2003).
Jason Yip is an assistant professor at the Information School in University of Washington. His research examines how technologies can support parents and children learning together. He is a co-principal investigator on a National Science Foundation Cyberlearning project on designing social media technologies to support neighborhoods learning science together. He is the director of KidsTeam UW, an intergenerational group of children (ages 7 – 11) and researchers co-designing new technologies and learning activities for children, with children. Dr. Yip is the principal investigator of a Google Faculty Research Award project that examines how Latino children search and broker online information for their English-language learning parents. He is a senior research fellow at the Joan Ganz Cooney Center at Sesame Workshop. He holds a B.A. (2001) in chemistry and M.S.Ed (2002) in science and math education from the University of Pennsylvania, and a Ph.D. (2014) in curriculum and instruction from the University of Maryland.
Mike Eisenberg and co-author Bob Berkowitz created the Big6 approach to information literacy. He has worked with thousands of students--pre-K through higher education--as well as people in business, government, and communities to improve their information and technology skills. His current work focuses on information, communications, and technology (ICT) literacy, information credibility, and information science education K-20.
Eliza Dresang contributed to the iSchool until her passing on April 21, 2014. She studied digital youth information behavior and resources influenced by the digital environment. Her 1999 book Radical Change: Books for Youth in a Digital Age is cited for its Radical Change Theory which posits a positive fundamental shift in reading interaction for children because of digitally designed books and hypertext-like formats; subsequently Radical Change theory has been applied to the study of youth information behaviors. Three national conferences have been held on Radical Change theory. Her other research interests involved early literacy initiatives, youth and cultural diversity, intellectual access to information, leadership in technology, and evaluation of library services. She served on the Newbery Award (as chair), Jane Addams Children's Book Award, Caldecott Award, Batchelder Award (as chair), Notable Children’s book (as chair), Odyssey Audiobook Award, and Phoenix Picture Book Award (as chair) Committees and on the Board of the Association of Library Service to Children. In 2007, she was chosen for the American Library Association/Scholastic Publishing Award presented annually for "unusual contribution to the stimulation and guidance of reading by children and young people."