Tawanna R. Dillahunt's research while affiliated with University of Michigan and other places

... 23 30 31 This finding aligns with an important recent review of cognitive load theory in the context of remote and digital health services: because such services are more cognitively demanding for patients, they may widen inequities of access. 55 Some patients lack navigating and negotiating skills, access to key technologies 13 36 or confidence in using them. 30 35 The remote encounter may require the patient to have a sophisticated understanding of access and cross-referral pathways, interpret their own symptoms (including making judgements about severity and urgency), obtain and use self-monitoring technologies (such as a blood pressure machine or oximeter) and convey these data in medically meaningful ways (eg, by completing algorithmic triage forms or via a telephone conversation). ...

... To further assess the result of our findings, we performed a similar search for the year of 2022 to discern if more recent literature would add to the significance for this study. We identified at least 21 papers that met our inclusion criteria, including results from the 2022 IMIA Yearbook [64,68,78]. Reading through these articles, we did not identify additional thematic areas than those we have included for the year of 2021. ...

... We can also build intersectional feminist networks by attending each other's presentations and actively seeking out and committing to citational justice practices such as those outlined in the Cite Black Women Movement-a campaign created by Christen A. Smith that seeks to "push people to engage in a radical praxis of citation that acknowledges and honors Black women's transnational intellectual production" (Cite Black Women 2022). In LIS, the Citational Justice Collective draws on feminist and critical theory to analyze the politics of knowledge production and to explain why citational justice matters (Ahmed et al. 2022). In our pilot study, many conference proceedings appeared feminist to us as readers but did not identify themselves as such. ...

... However, we facilitated participation via telephone due to technology access issues in Detroit. We created graphic novel-like "activity packets" to share common scenarios and generate ideas for group discussion [65]. Completed activity packets were both data and an "agenda" for the sessions. ...

... This phenomenon reminded us of the concept of infrastructure, which refers to a socio-technical foundation that provides stable and seamless services [70], and infrastructuring work, which denotes users' work of repairing the infrastructure when it breaks down [50]. Infrastructure and infrastructuring work has been applied in numerous HCI studies that investigate users' work to address the breakdown of socio-technical infrastructures [16,76]. Therefore, we used infrastructure and infrastructuring as an analytic lens to comprehend travelers' experiences, organize codes, and generate themes. ...

... We further consider how privacy and security labor in this context is a form of care. For young children in particular, a critical part of the educational process enacted by parents and teachers is to watch children to keep them safe and correct their behavior or enforce classroom rules and discipline; Steeves and Jones [74] refer to this as "surveillance as care," a point echoed in other work [46]. Using this lens of care helps to view tending to the security of information technology systems-and privacy and security more generally-as a process of ongoing human maintenance that does not have a one-time technical solution [33]. ...

... mothers, students, or individuals from marginalized and undereducated communities), offering them income through low-entry gigs as well as low-cost services [24,25]. But as members of marginalized communities are becoming increasingly involved in platformic and precarious work [31], they are also exposed to more risks that are inherent to short-term precarious work. Thus, policy amendments are necessary to adapt to the changing nature of work so that all gig work individuals have access to equal opportunities and necessary protections. ...

... Each novice worker also carries personal histories and even trauma, which impacts how they work with dataparticularly, in this case, during a project focused on critically engaging with arrest data to support policecommunity relations. This paper is grounded in research that identifies everyday language and other sense-making practices as intellectual resources for learning and teaching (Warren et al., 2001;Nasir et al., 2006), and is aligned with critical data literacy efforts that promote justice-centered approaches in computer and data science education (see Benjamin, 2019;Brown, 2021;D'Ignazio & Klein, 2020;Matuk et al., 2020;Pargman et al., 2021;Vakil, 2018;Yadav et al., 2022). We build on these efforts using qualitative methods and data collected during two years of ethnographic fieldwork at DataWorks to characterize the notion of critical novice data work. ...

... At the time, very few, if any, of the tools had been deployed, and very few longitudinally. Since the study, researchers have deployed and evaluated the top-ranked tools: Review-Me and Interview4 (Dillahunt & Hsiao, 2020), SkillsIdentifier (Cherubini et al., 2021 and DreamGigs (Dillahunt & Lu, 2019). However, only Cherubini et al. (2021) and Dillahunt & Hsiao (2020) aimed to conduct a longitudinal study, and Cherubini et al. (2021) was one of the few studies conducted outside of a US context, two gaps our work aims to fill. ...

... Another example is concerns about quantification of students' behaviours and in-class performance, which encourages obedience in the classroom practices [9] and decreases learning autonomy [45]. Arguments have also been raised around other widespread ethical risks from the technological perspective such as data management and invaded privacy [15,46], algorithmic fairness and bias issues [11,47,48], and labelling and stereotyping learners [7,49]. To this end, several frameworks aim at mitigating the ethical harm to students, such as Slade and Prinsloo's framework [50], Sclater's Code of Practice [51], and Southgate's The Education, Ethics and AI (EEAI) framework [52]. ...