My research focuses on information ethics and policy issues associated with educational data mining and learning analytics practices in higher education.
Qualitative methods often influence my research designs. I primarily use interviews and documents as data. Grounded Theory techniques and content analysis inform my analytical strategies. When my work is more critical and normative, I use information privacy theory (e.g., work by Richards, Nissenbaum, and others) and critical data studies to frame my approach.
The following questions guide most of my research:
- How do learning analytics intersect with and affect student privacy?
- How are micro-contextual professional communities (e.g., advisors) impacted by learning analytics initiatives?
- What are the structural and governance effects emerging from learning analytics and other “big data” style initiatives?
The publications below reflect a select assortment of work related to recent projects. For a history of my research, see my CV.
Jones, K. M. L., VanScoy, A., Bright, K., & Harding, A. (2021, forthcoming). Do they even care? Measuring instructor value of student privacy in the context of learning analytics. Proceedings of the 54th Hawaii International Conference on Systems Sciences (HICSS)
Jones, K. M. L., & McCoy, C. (2021). Privacy in practice: A socio-technical integration research (STIR) study of rules-in-use within institutional research. In M. R. Sanfilippo, B. M. Frischmann, & K. J. Strandburg (Eds.), Governing Privacy in Knowledge Commons
(pp. 98–120). Cambridge University Press. https://doi.org/10.1017/9781108749978.005
Jones, K. M. L., Rubel, A., & LeClere, E. (2020). A matter of trust: Higher education institutions as information fiduciaries in an age of educational data mining and learning analytics. Journal of the Association for Information Science and Technology
(10), 1227–1241. https://doi.org/10.1002/asi.24327
Jones, K. M. L., Asher, A., Goben, A., Perry, M. R., Salo, D., Briney, K. A., & Robertshaw, M. B. (2020). “We’re being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education. Journal of the Association for Information Science and Technology
(9), 1044–1059. https://doi.org/10.1002/asi.24358
Rubel, A., & Jones, K. M. L. (2020). The temptation of data-enabled surveillance: Are universities the next cautionary tale? Communications of the ACM
(4), 22–24. https://doi.org/10.1145/3382741
Jones, K. M. L., & Hinchliffe, L. J. (2020). New methods, new needs: Preparing academic library practitioners to address ethical issues associated with learning analytics. Proceedings of the Annual Meeting of the Association for Library and Information Science Education (ALISE)
Jones, K. M. L., Briney, K. A., Goben, A., Salo, D., Asher, A., & Perry, M. R. (2020). A comprehensive primer to library learning analytics practices, initiatives, and privacy issues. College & Research Libraries
(3), 570–591. https://doi.org/10.5860/crl.81.3.570
Jones, K. M. L. (2019). “Just because you can doesn’t mean you should”: Practitioner perceptions of learning analytics ethics. Portal: Libraries & the Academy
(3), 407–428. https://muse.jhu.edu/article/729196
Jones, K. M. L. (2019). Advising the whole student: eAdvising analytics and the contextual suppression of advisor values. Education and Information Technologies
(1), 437–458. https://doi.org/10.1007/s10639-018-9781-8
Jones, K. M. L. (2019). Learning analytics and higher education: A proposed model for establishing informed consent mechanisms to promote student privacy and autonomy. International Journal of Educational Technology in Higher Education
(1), 1–22. https://doi.org/10.1186/s41239-019-0155-0
Jones, K. M. L., Perry, M. R., Goben, A., Asher, A., Briney, K. A., Robertshaw, M. B., & Salo, D. (2019). In their own words: Student perspectives on privacy and library participation in learning analytics initiatives. Proceedings of the Annual Meeting of the Association of College and Research Libraries
, 262–274. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2019/InTheirOwnWords.pdf
Jones, K. M. L., & McCoy, C. (2019). Ethics in praxis: Socio-technical integration research in learning analytics.
Jones, K. M. L., & McCoy, C. (2019). Reconsidering data in learning analytics: Opportunities for critical research using a documentation studies framework. Learning, Media and Technology
(1), 52–63. https://doi.org/10.1080/17439884.2018.1556216
Jones, K. M. L., & VanScoy, A. (2019). The syllabus as a student privacy document in an age of learning analytics. Journal of Documentation
(6), 1333–1355. https://doi.org/10.1108/JD-12-2018-0202
Jones, K. M. L. (Ed.). (2019). Learning analytics and the academic library: Critical questions about real and possible futures. Library Trends
(1), 1–4. https://muse.jhu.edu/issue/41142
Jones, K. M. L., & Salo, D. (2018). Learning analytics and the academic library: Professional ethics commitments at a crossroads. College & Research Libraries
(3), 304–323. https://doi.org/10.5860/crl.79.3.304
Jones, K. M. L., & LeClere, E. (2018). Contextual expectations and emerging informational harms: A primer on academic library participation in learning analytics initiatives. In P. Fernandez & K. Tilton (Eds.), Applying library values to emerging technology: Decision-making in the age of open access, maker spaces, and the ever-changing library
(pp. 357–371). Association of College and Research Libraries. https://papers.ssrn.com/abstract=2980784
Rubel, A., & Jones, K. M. L. (2016). Student privacy in learning analytics: An information ethics perspective. The Information Society
(2), 143–159. https://doi.org/10.1080/01972243.2016.1130502