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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. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members' science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities.

Large-scale disparities in computing exist for many youth of color. Learning in informal settings can increase the participation of youth in computing; however, computing education programs have typically been developed by adults for youth. We argue computing education can contribute toward decolonization by directly involving youth from nondominant communities as design partners. When we directly involve youth voices, we can move away from focusing solely on the structural barriers faced by youth of color toward an assets-based approach. We examine a 10-week case study within KidsTeam Libraries, an intergenerational digital design program where local youth conceptualize what digital learning could look like in libraries. Our qualitative dataset includes over 15 hours of video recordings from participatory design sessions, six interviews with participants, 10 researcher jottings, and a corpus of 25 researcher memos written by researchers, librarians, and teens. Throughout our investigation, our knowledge claims are co-constructed with the two teenagers who led the design and implementation of a three-dimensional printing curriculum in their local library with 10 children. Our findings emphasize (1) the ways in which the involvement of teen leaders can foster and sustain community-level relationships for computing education; (2) how we noticed, enforced, and disrupted power within our computing education program; and (3) the systemic challenges we confronted in our process toward disrupting computing education. We provide empirical evidence of teen-led participatory design approaches for computing education in their community through detailed vignettes from sessions and through quotes from key participants. We contribute to the computing education community a novel approach in which youth are positioned as design partners for reimagining a computing education experience in libraries that centers and serves community members.

Purpose: This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other's language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations. Design/methodology/approach: For this study, the authors adhere to practices of a case study examination. This study's participants included parents, grandparents and children aged 10-17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks. Findings: From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges. Research limitations/implications: An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study's research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families. Practical implications: Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study's model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work. Social implications: The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study's model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources. Originality/value: This study's work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.

Removable denture wearers are at an increased risk of developing periodontal diseases due to biofilm deposition and microbial colonization on the denture surface. This study aimed to characterize and compare the metagenomic composition of saliva in denture wearers with different periodontal statuses. Twenty-four community-dwelling elders were recruited and grouped into denture wearers with active periodontitis (APD), non-denture wearers with active periodontitis (APXD), denture wearers with stable periodontal health conditions (SPCD), and non-denture wearers with stable periodontal health conditions (SPCXD). Saliva samples were collected and underwent Type IIB restriction-site-associated DNA for microbiome (2bRAD-M) metagenomic sequencing to characterize the species-resolved microbial composition. Alpha diversity analysis based on the Shannon index revealed no significant difference between groups. Beta diversity analysis using the Jaccard distance matrix was nearly significantly different between denture-wearing and non-denture-wearing groups (p = 0.075). Some respiratory pathogens, including Streptococcus agalactiae and Streptococcus pneumoniae, were detected as the top 30 species in saliva samples. Additionally, LEfSe analysis revealed a substantial presence of pathogenic bacteria in denture groups. In the cohort of saliva samples collected from community-dwelling elders, a remarkable abundance of certain opportunistic pathogens was detected in the microbial community. [ABSTRACT FROM AUTHOR]

This paper describes the development of "ScienceKit," a mobile, social media application to promote children's scientific inquiry. We deployed "ScienceKit" in "Kitchen Chemistry" ("KC"), an informal science program where children learn about scientific inquiry through cooking. By iteratively integrating design and implementation, this study highlights the affordances of social media that facilitate children's trajectories of disposition development in science learning. We illuminate how the technological and curricular design decisions made in "ScienceKit" and "KC" constrain or expand the types of data we can collect and the actionable insights about learning we can recognize as both educators and researchers. This study offers suggestions for how information gleaned from social media tools can be employed to strengthen our understanding of "learning in practice," and help educators better recognize the rich actions that learners undertake, which may be easily overlooked in face-to-face situations.

This article provides an overview of several studies in which the authors draw on social media, storytelling, and mobile apps to help children playfully develop their own approaches to science. The authors detail their efforts to strike a balance between the structure needed to promote science learning and the flexibility needed to nurture meaningful experiences. Their findings illustrate the importance of such approaches for promoting learners' scientific dispositions.

Reasoning across descriptive levels is a fundamental component of scientific reasoning, particularly in chemistry. Repeatedly, students are seen to confuse features applicable to one level across multiple levels despite instruction. Although many instances of such "levels confusion" have been documented, little is known about the generation or reconciliation of levels confusion in the science classroom. The present study examines the nature of teacher-student discourse practices that generate, maintain, and reconcile levels confusion in chemistry. We present two case studies of whole class discussions of chemical and physical changes to illustrate how teachers and students enter the chemistry classroom biased to reason about chemistry phenomena from very different descriptive levels. Microanalysis of teacher-student discourse practices show how teachers implicitly refer to multiple descriptive levels during instruction and employ technical definitions and heuristics that tacitly appeal to multiple levels simultaneously. Our analysis suggests that levels confusion in chemistry arises from multiples sources that include the epistemological assumptions of chemistry, representational practices of the domain, and epistemological moves made by teachers in classroom discourse.

The field of Library and Information Science (LIS) has historically struggled to connect theory and practice in its graduate education, specifically when it comes to building partnerships with diverse stakeholders in public library communities. One possible technique for bridging the gap of stakeholder experiences is academically based community service (ABCS) courses. ABCS courses attempt to directly focus on research-practitioner partnerships to solve real-world problems by involving the community to democratically co-design the curriculum. In this paper, we present a reflective case study of an ABCS course on integrating participatory design methods to co-design new digital learning activities for youth in an urban public library. By conducting 10 co-design sessions and 26 semi-structured interviews, we examined a partnership between a university and a library, and how this ABCS course impacted different stakeholder participation. Our findings highlight how ABCS courses require systematic structural endeavors from higher education and care between all stakeholders within a library setting. This work contributes to a growing body of work that calls for more courses in LIS education with greater civic and democratic engagement between graduate students, university partners, and library stakeholders. [ABSTRACT FROM AUTHOR]