Engaging Student Perspectives in Library Learning Analytics

Presented by DLF's Privacy and Ethics in Technology Working Group (https://wiki.diglib.org/Privacy_and_Ethics_in_Technology) & the Data Doubles team (https://datadoubles.org/)

Academic libraries are increasingly involved in efforts by colleges and universities to develop their capacity for learning analytics (LA). Despite significant privacy concerns, students are rarely informed about LA practices; without a clear student voice in the design of LA, academic libraries and their institutions put themselves in an ethical grey area.

Data Doubles is a student-centered, three-year, Institute of Museum and Library Services grant-funded research project that seeks to explore undergraduate student perspectives of privacy issues associated with LA at colleges and universities and their libraries. Thus far we have conducted 105 student interviews across eight institutions, followed by a multi-institution survey of over 2,000 undergraduates.

Our research revealed a lack of student awareness of educational data mining and analytic practices and the data necessary for these initiatives. Students saw potential in LA, but also expressed nuanced concerns. We also found that students care deeply about their privacy. They believe libraries track, share, and use a variety of personally identifiable information—and are uncomfortable with these practices. Further, students have an expectation to be able to access information that institutions collect and be informed about its uses.

Chat transcript: https://drive.google.com/file/d/14Cz1ddOYIe2EPKKGfHtkVgYhK6tcRRJZ/view?usp=sharing