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Changing Student Privacy Responsibilities and Governance Needs: Views from Faculty, Instructional Designers, and Academic Librarians

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Title: Changing Student Privacy Responsibilities and Governance Needs: Views from Faculty, Instructional Designers, and Academic Librarians
Language: English
Authors: Kyle M. L. Jones (ORCID 0000-0002-4245-9480), Amy VanScoy, Alison Harding, Amy Martin
Source: Journal of Computing in Higher Education. 2025 37(1):327-345.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Sponsoring Agency: Institute of Museum and Library Services (IMLS)
Contract Number: LG1819003219
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Privacy, Governance, Student Needs, Instructional Design, Academic Libraries, Library Services, College Students
DOI: 10.1007/s12528-023-09395-w
ISSN: 1042-1726
1867-1233
Abstract: To explore various stakeholders' understanding of student privacy and how protections for it are enacted on their campus, we conducted interviews with 27 faculty, instructional designers, and academic librarians at Very High Research Activity universities across the United States. Although there were no interview questions concerning the pandemic, participants noted an increase in awareness of student privacy issues as a result of moving instruction, instructional design, and library services into a completely online environment. Findings show diverse, complex student privacy landscapes on American campuses. Most participants did not perceive themselves as having agency in student privacy decisions on their campuses suggesting that these faculty, instructional designers, and academic librarians can improve communication among themselves and work together. More broadly, the findings suggest that governance structures could be improved to develop a more inclusive culture of student privacy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461669
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Kyle+M%2E+L%2E+Jones%22">Kyle M. L. Jones</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4245-9480">0000-0002-4245-9480</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amy+VanScoy%22">Amy VanScoy</searchLink><br /><searchLink fieldCode="AR" term="%22Alison+Harding%22">Alison Harding</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Martin%22">Amy Martin</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: To explore various stakeholders' understanding of student privacy and how protections for it are enacted on their campus, we conducted interviews with 27 faculty, instructional designers, and academic librarians at Very High Research Activity universities across the United States. Although there were no interview questions concerning the pandemic, participants noted an increase in awareness of student privacy issues as a result of moving instruction, instructional design, and library services into a completely online environment. Findings show diverse, complex student privacy landscapes on American campuses. Most participants did not perceive themselves as having agency in student privacy decisions on their campuses suggesting that these faculty, instructional designers, and academic librarians can improve communication among themselves and work together. More broadly, the findings suggest that governance structures could be improved to develop a more inclusive culture of student privacy.
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