"Just Because You Can Doesn't Mean You Should": Practitioner Perceptions of Learning Analytics Ethics

Autor/in	Jones, Kyle M. L.
Titel	"Just Because You Can Doesn't Mean You Should": Practitioner Perceptions of Learning Analytics Ethics
Quelle	In: portal: Libraries and the Academy, 19 (2019) 3, S.407-428 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
DOI	10.1353/pla.2019.0025
Schlagwörter	Ethics; Learning Analytics; Academic Libraries; Privacy; Data Collection; Intellectual Freedom; Librarians; Librarian Attitudes; Moral Issues; Decision Making; College Students; Resistance (Psychology); Interprofessional Relationship; Users (Information); Indiana (Indianapolis) + Suchen Sie Ihr Suchwort? Ethik; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Privatsphäre; Data capture; Datensammlung; Akademische Freiheit; Intellektuelle Unabhängigkeit; Librarian; Bibliothekar; Bibliothekarin; Moraltheorie; Decision-making; Entscheidungsfindung; Collegestudent; Resistenz; Benutzerprofil; Nutzer
Abstract	Learning analytics involve the process of gathering data about students and using the information to intervene in their lives to improve learning and institutional outcomes. Many academic libraries now participate in learning analytics. However, such practices raise privacy and intellectual freedom issues due to sensitive data practices. But, few research studies address how library practitioners perceive the ethical issues. This article does so by analyzing interviews with library practitioners. The findings suggest that library professionals seek ethical "bright lines"--that is, clearly defined standards--where few exist and that ethical guidance is limited. Though library practitioners recognize that data practices should be scoped and justified, their efforts have come under severe scrutiny--and sometimes harassment--from their professional peers. The article highlights why ethical dissonance has emerged in the profession regarding learning analytics and how library practices might better account for the harms and benefits of learning analytics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01