Abstract
Research into the outcomes of youth arts programs and arts participation in general has tended to focus on particular dimensions such as mental health, job readiness, and community development. This article describes development and deployment of a codebook for flexible, inductive coding that aids identification of outcomes interviewees attributed to their participation in out-of-school arts programs, regardless of the dimension. The corpus used to develop the codebook is derived from semi-structured retrospective interviews with 102 international participants discussing their past experiences in the arts. The resulting codebook specifies criteria for recognizing outcome statements, and heavily relies on the rhetorical structure and lexical content of speech. By specifying properties of speech that are characteristic of outcome descriptions in general, the codebook supports inductive exploration of outcomes that were described by participants but may be overlooked or unavailable in public discourse about out-of-school or community based youth arts programming.
| Original language | English |
|---|---|
| Title of host publication | ISLS Annual Meeting 2024 |
| Subtitle of host publication | Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings |
| Editors | Robb Lindgren, Tutaleni Asino, Eleni A. Kyza, Chee-Kit Looi, D. Teo Keifert, Enrique Suarez |
| Pages | 338-345 |
| Number of pages | 8 |
| ISBN (Electronic) | 9798990698000 |
| DOIs | |
| State | Published - 2024 |
| Event | 18th International Conference of the Learning Sciences, ICLS 2024 - Buffalo, United States Duration: Jun 10 2024 → Jun 14 2024 |
Publication series
| Name | Computer-Supported Collaborative Learning Conference, CSCL |
|---|---|
| ISSN (Print) | 1573-4552 |
Conference
| Conference | 18th International Conference of the Learning Sciences, ICLS 2024 |
|---|---|
| Country/Territory | United States |
| City | Buffalo |
| Period | 6/10/24 → 6/14/24 |
Bibliographical note
Publisher Copyright:© ISLS.
Funding
This research was funded by The Wallace Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Foundation. We would like to thank our community arts partners and participating alumni.
| Funders | Funder number |
|---|---|
| The Wallace Foundation |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education
