Abstract
Digital youth work is an emerging field of research and practice which seeks to investigate and support youth-centred digital literacy initiatives. Whilst digital youth work projects have become prominent in Europe in recent years, it has also become increasingly difficult to examine, capture, and understand their social impact. Currently, there is limited understanding of and research on how to measure the social impact of collaborative digital literacy youth projects. This article presents empirical research which explores the ways digital youth workers perceive and evaluate the social impact of their work. Twenty semi-structured interviews were carried out in Scotland, United Kingdom, in 2017. All data were coded in NVivo 10 and analysed using thematic data analysis (Braun & Clarke, 2006). Two problems were identified in this study: (1) limited critical engagement with the social impact evaluation process of digital youth work projects and its outcomes, and (2) lack of consistent definition of the evaluation process to measure the social impact/value of digital youth work. Results of the study are examined within a wider scholarly discourse on the evaluation of youth digital participation, digital literacy, and social impact. It is argued that to progressively work towards a deeper understanding of the social value (positive and negative) of digital youth engagement and their digital literacy needs, further research and youth worker evaluation training are required. Recommendations towards these future changes in practice are also addressed.
Highlights
Digital technologies are no longer considered as merely supplementary educational tools
Two distinctive themes were identified in this study: (1) limited critical engagement with the social impact evaluation process of digital youth work projects and its outcomes, and (2) lack of consistent definition of the evaluation process to measure the social of digital youth work
The analysis presented in this article suggests that digital youth workers should be provided with a degree of flexibility and freedom when analysing the social impact of their work
Summary
Digital technologies are no longer considered as merely supplementary educational tools. Rather, they comprise a deeply embedded element of youth work practices across Europe (Harvey, 2016). Photography, and digital storytelling, participatory youth-centred initiatives have provided young people with opportunities to claim their voices and to co-create works which reflect their lived experiences (Ito et al, 2015). In the light of fast-paced digital advancements of the 21st century, youth-centred organisations report that measuring and interpreting the social impact of digital youth has become difficult (Wilson & Grant, 2017). Whilst information on how to evaluate youth work outcomes and measure digital literacy are available, there is limited understanding of how to analyse and interpret the impact of digital youth projects (Mackrill & Ebsen, 2017)
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