Katie Headrick Taylor's research while affiliated with University of Washington Seattle and other places

... Data collected from this media has revealed the interactional structures (natural, human-made, historical, political) that inform the decisions that travelers make as they move through their environments. As a person's mobility changes (e.g., crawling to walking or walking to riding), so does their participation and interaction with the natural and human-made forces around them (Marin et al., 2020). New technologies have also provided reminders that mobility itself is shaped by inequitable legacies. ...

... There are also new digital media for map-making, enabling youth to overlay photographs, sketches, and text with local, regional, and global data sets, in turn making possible new avenues for disciplinary learning (Lanouette, 2019;Rubel et al., 2016), civic participation, and advocacy (Van Wart, Lanouette, & Parikh, 2020;Radinsky et al., 2014;Mitchell & Elwood, 2012). Various spatial technologies now also record and make visible the pathways youth travel (Taylor, 2017), along with the embodied exertions of such movements (e.g., oxygen inhaled, steps taken), allowing easy visualizations of this data to answer questions about one's own body (Taylor, 2020). With these changes in how spatial data can be generated and visualized, youth's daily map-making and map reading have become integral to forming social relationships, inquiring into family and neighborhood histories, and engaging in civic community issues. ...

... Any new material must also impart basic biomedical informatics skills through simple, nonburdensome integration into the existing high school curricula. To imitate real-world scientific practice, mobile learning and technologies (e.g., portable sensors and mobile apps) offer an inexpensive way to collect largescale data and embed activities into the student's context that enable authentic experimentation and participation 24,25 . ...

... An early study of tertiary student use of mobile note-taking software by undergraduate students (Schepman et al., 2012) saw widespread positive perception and adoption of these mobile tools by students. Studies exploring the impact the integration of mobile computing devices is having on higher education teaching and learning reveal an increasing engagement with content, collaboration with classmates and information creation and sharing outside the formal learning spaces (Bell et al., 2019;Compton & Burke, 2018;Gikas & Grant, 2013). Systematic literature reviews (Burch & Mohammed, 2019;Singh & Hardaker, 2014) and reports or investigations of academics' perspectives of technology use in tertiary classrooms (Galanek & Gierdowski, 2019) provide insights into the broad picture but have provided little advice regarding app use for research or teaching. ...

... Our times of ecological, social, and political precarity require forms of teaching and learning that nurture young people to find joy and sustenance through building compassionate relationships with and within their local landscapes (Jurow & Shea, 2015;Taylor, Silvis, & Bell, 2018;Lanouette, 2022). Yet we also recognize young people's increasing rage at the slow and impotent response of policymakers to address the multiple injustices stemming from racial capital (e.g., race as foundational to the creation of capitalist spatial relations; Inwood, Brand, & Quinn, 2021) of which gun violence and climate change are both symptoms of these injustices. ...

... As in Zipory's case, taking an observant walk in one's town may be a powerful experience. Taylor (2018) describes how, on an occasional walk in her hometown, she came across a monument depicting the town's abolitionist history. Discovering new historical context allowed her to reevaluate existing political situations, such as the local high school's educational practices, and redefine her political responsibilities as a student and an educational researcher. ...

... A student who drove made a map of the block replete with parking information, while those who walked from the subway or from other places around the city, did not. Our modes of transportation influence the details in our environment that we attend to (Taylor, 2020) and therefore influence what we communicate to others in a map (Silvis et al., 2018). Indeed, mapping experiences help students to become keen observers and share their unique perspective. ...

... Por serem dispositivos móveis, são acessíveis, virtualmente em qualquer lugar e, a não ser que os pais ofereçam algum tipo de limite, oferecem uma programação ilimitada. Infelizmente, a grande maioria do conteúdo apresentado é apreciado de forma passiva pelas crianças, não oferecendo-se oportunidades de interação 31 32 . ...

... Researchers in the field are concerned with developing technologies that help students use their minds and bodies to collaborate, think creatively and engage with new ideas in the digital world. There is also some focus on advancing computer technology in ways to expand access and equity to extend learning opportunities to all (Roschelle et al., 2017). Many cyberlearning applications now make learning fully accessible to students with disabilities. ...

... Multimodal composition is a common feature of youth culture within and beyond school due to the ubiquity of digital devices like cell phones and tablets (Smith et al., 2021). A series of studies in education research has shown how digital spatial storytelling with multimedia can create opportunities for disciplinary learning and personal inquiry as well as for leveraging and expanding student knowledge of local neighborhoods and cities (e.g., Gordon et al., 2006;Hall et al., 2020;Headrick Taylor, 2017;Rubel et al., 2016). New technologies allow for layering of data or media, through geotagging or overlaying inscriptions on a digital map base, which affords the quick assembly and sharing of rich, multimodal stories. ...