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The syllabus as a student privacy document in an age of learning analytics

The syllabus as a student privacy document in an age of learning analytics The purpose of this paper is to reveal how instructors discuss student data and information privacy in their syllabi.Design/methodology/approachThe authors collected a mixture of publicly accessible and privately disclosed syllabi from 8,302 library and information science (LIS) courses to extract privacy language. Using privacy concepts from the literature and emergent themes, the authors analyzed the corpus.FindingsMost syllabi did not mention privacy (98 percent). Privacy tended to be mentioned in the context of digital tools, course communication, policies and assignments.Research limitations/implicationsThe transferability of the findings is limited because they address only one field and professional discipline, LIS, and address syllabi for only online and hybrid courses.Practical implicationsThe findings suggest a need for professional development for instructors related to student data privacy. The discussion provides recommendations for creating educational experiences that support syllabi development and constructive norming opportunities.Social implicationsInstructors may be making assumptions about the degree of privacy literacy among their students or not value student privacy. Each raises significant concerns if privacy is instrumental to intellectual freedom and processes critical to the educational experience.Originality/valueIn an age of educational data mining and analytics, this is one of the first studies to consider if and how instructors are addressing student data privacy in their courses, and the study initiates an important conversation for reflecting on privacy values and practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Documentation Emerald Publishing

The syllabus as a student privacy document in an age of learning analytics

Journal of Documentation , Volume 75 (6): 23 – Sep 19, 2019

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References (94)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0022-0418
DOI
10.1108/jd-12-2018-0202
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to reveal how instructors discuss student data and information privacy in their syllabi.Design/methodology/approachThe authors collected a mixture of publicly accessible and privately disclosed syllabi from 8,302 library and information science (LIS) courses to extract privacy language. Using privacy concepts from the literature and emergent themes, the authors analyzed the corpus.FindingsMost syllabi did not mention privacy (98 percent). Privacy tended to be mentioned in the context of digital tools, course communication, policies and assignments.Research limitations/implicationsThe transferability of the findings is limited because they address only one field and professional discipline, LIS, and address syllabi for only online and hybrid courses.Practical implicationsThe findings suggest a need for professional development for instructors related to student data privacy. The discussion provides recommendations for creating educational experiences that support syllabi development and constructive norming opportunities.Social implicationsInstructors may be making assumptions about the degree of privacy literacy among their students or not value student privacy. Each raises significant concerns if privacy is instrumental to intellectual freedom and processes critical to the educational experience.Originality/valueIn an age of educational data mining and analytics, this is one of the first studies to consider if and how instructors are addressing student data privacy in their courses, and the study initiates an important conversation for reflecting on privacy values and practices.

Journal

Journal of DocumentationEmerald Publishing

Published: Sep 19, 2019

Keywords: Higher education; Ethics; Privacy; Learning analytics; Student privacy; Syllabi

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