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It organizes the resources children draw on across design activities into an expanded Spheres of Influence framework, identifying seven spheres including home and family, school and work, hobbies and leisure, media, interests, peers, and identity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/identifying-youths-spheres-of-influence-through-participatory-design-research/601211/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/identifying-youths-spheres-of-influence-through-participatory-design-research/601211.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main goal of the participatory design sessions in this paper?","Question",{"text":63,"@type":64},"To collect ideas on ways instructional materials can reflect learners’ interests and voices, supporting the design of a culturally responsive computing curriculum.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper use the Spheres of Influence framework?",{"text":68,"@type":64},"It organizes youth-generated design ideas into broader resource categories and extends the Spheres of Influence framework to describe what influences today’s youth.",{"name":70,"@type":61,"acceptedAnswer":71},"What seven spheres are identified as important for designing learning?",{"text":72,"@type":64},"Home and Family, School and Work, Hobbies and Leisure, Media, Interests, Peers, and Identity.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601211,1792190865,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Coenraad, M., et al. (2021). Identifying Youths’ Spheres of Influence through Participatory Design. Designs for Learning, 13(1), 20–34. DOI: [https://doi.org/10.16993/dfl.163](https://doi.org/10.16993/dfl.163)  \n\n| RESEARCH\u003Cbr>Identifying Youths’ Spheres of Influence through Participatory Design\u003Cbr>Merijke Coenraad*, David Weintrop*, Donna Eatinger†, Jen Palmer† and Diana Franklin† |\n| --- |\n| When designing learning environments and curricula for diverse populations, it is beneficial to connect with learners’ cultural knowledge, and the related interests, they bring to the learning context. To aid in the design and development of a computing curriculum and identify these areas of personal and cultural connection, we conducted a series of participatory design sessions. The goal of these sessions was to collect ideas around ways to make the instructional materials reflect the interests and voices of the learners. In this paper, we examine how the use of participatory design techniques can advance our understanding of the domains influencing today’s youth. Specifically, we examine the ideas generated by youth during these sessions as a means to understand what influences them and their ideas of cultural relevancy. In this work, we identify the resources children draw on across design activities and organize them to extend the Spheres of Influence framework (L. Archer et al., 2014). We identify seven spheres to attend to when designing for learning: Home and Family, School and Work, Hobbies and Leisure, Media, Interests, Peers, and Identity. |\n| Keywords: participatory design; culturally relevant; computer science; curriculum design |\n\nIntroduction  \nStudents come into a classroom with a rich array of cultural knowledge and experiences based on the communities of which they are a part. This knowledge, based on racial, ethnic, or heritage communities as well as youth communities, affects their interests, beliefs, and ways of knowing. Because of their diverse range of experiences, knowledges, and cultures, students benefit from curriculum that is relevant and responsive to them, their cultures, and their interests (Gay, 2000; Ladson-Billings, 1995) . Scholars have pushed for teaching that “validates, facilitates, liberates, and empowers ethnically diverse students by simultaneously cultivating their cultural integrity, individual abilities, and academic success”(Gay, 2000, p. 44) . With students bringing resources with them into the classroom, it is essential that those resources are integrated into designs for learning (A. Archer, 2014; Pini et al., 2014) . This means the integration of student interestsand culture not only in content, but also in the activities of the classrooms and attitudes and actions of the teacher (Ladson-Billings, 1995) . This incorporation of culturalbased activities through the creation of culturally responsive curricula can increase student attitudes and learning (Abrantes et al., 2007; Kong et al., 2018; Ladson-Billings, 1995) .  \n* University of Maryland, US  \n† University of Chicago, US  \nCorresponding author: Merijke Coenraad ([mcoenraa@umd.edu](mcoenraa@umd.edu))  \nIn our work, we are investigating the integration of culture- based relevant themes as part of the creation of a culturally responsive curriculum for introducing young learners to the powerful ideas of computer science (Franklin et al., 2020) . Our approach seeks to draw on students’ own ideas to create accessible and engaging curricular materials to teach young learners (ages10-14) advanced computing skills. Culturally responsive computing curricula are needed for the field of computing given that minoritized individuals from diverse races, ability levels, income levels, and girls have been historically excluded from early computer science learning experiences (Margolis et al., 2008; Wang & Moghadam, 2017) and, therefore, are underrepresented in courses in highschool and beyond (Pereira & Tikhonenko, 2017; Zweben & Bizot, 2018). While te","cbCaiawsH0chQzya","https://ap.wps.com/l/cbCaiawsH0chQzya","pdf",1218285,15,"English","# Introduction\n# Research Questions\n# Method and Findings\n## Spheres of Influence Framework\n## Seven Spheres Identified","[{\"question\":\"What is the main goal of the participatory design sessions in this paper?\",\"answer\":\"To collect ideas on ways instructional materials can reflect learners’ interests and voices, supporting the design of a culturally responsive computing curriculum.\"},{\"question\":\"How does the paper use the Spheres of Influence framework?\",\"answer\":\"It organizes youth-generated design ideas into broader resource categories and extends the Spheres of Influence framework to describe what influences today’s youth.\"},{\"question\":\"What seven spheres are identified as important for designing learning?\",\"answer\":\"Home and Family, School and Work, Hobbies and Leisure, Media, Interests, Peers, and Identity.\"}]","Identifying Youths’ Spheres of Influence through Participatory Design - Research | PDF",1792092189,38]