{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,26]],"date-time":"2026-06-26T23:43:48Z","timestamp":1782517428921,"version":"3.54.5"},"publisher-location":"New York, NY, USA","reference-count":23,"publisher":"ACM","license":[{"start":{"date-parts":[[2019,3,9]],"date-time":"2019-03-09T00:00:00Z","timestamp":1552089600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2019,3,9]]},"DOI":"10.1145\/3311890.3311904","type":"proceedings-article","created":{"date-parts":[[2019,6,26]],"date-time":"2019-06-26T12:36:28Z","timestamp":1561552588000},"page":"104-111","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":218,"title":["Inclusive AI literacy for kids around the world"],"prefix":"10.1145","author":[{"given":"Stefania","family":"Druga","sequence":"first","affiliation":[{"name":"MIT Media Lab, Cambridge, MA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sarah T.","family":"Vu","sequence":"additional","affiliation":[{"name":"MIT, Cambridge, MA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Eesh","family":"Likhith","sequence":"additional","affiliation":[{"name":"MIT, Cambridge, MA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tammy","family":"Qiu","sequence":"additional","affiliation":[{"name":"Boston University, Boston, MA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"320","published-online":{"date-parts":[[2019,3,9]]},"reference":[{"key":"e_1_3_2_1_1_1","unstructured":"Edith Ackermann. 2001. Piaget's constructivism Papert's constructionism: What's the difference. Future of learning group publication 5 3 (2001) 438.  Edith Ackermann. 2001. Piaget's constructivism Papert's constructionism: What's the difference. Future of learning group publication 5 3 (2001) 438."},{"key":"e_1_3_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1145\/1109540.1109541"},{"key":"e_1_3_2_1_3_1","volume-title":"Keyworks in radical constructivism","author":"Ackermann Edith K"},{"key":"e_1_3_2_1_4_1","unstructured":"Edith K Ackermann. 2012. Programming for the natives: What is it? What's in it for the kids. Constructionism (2012).  Edith K Ackermann. 2012. Programming for the natives: What is it? What's in it for the kids. Constructionism (2012)."},{"key":"e_1_3_2_1_5_1","unstructured":"Douglas Altman David Machin Trevor Bryant and Martin Gardner. 2013. Statistics with confidence: confidence intervals and statistical guidelines. John Wiley & Sons.  Douglas Altman David Machin Trevor Bryant and Martin Gardner. 2013. Statistics with confidence: confidence intervals and statistical guidelines. John Wiley & Sons."},{"key":"e_1_3_2_1_6_1","volume-title":"International journal of social robotics 1, 1","author":"Bartneck Christoph","year":"2009"},{"key":"e_1_3_2_1_7_1","doi-asserted-by":"crossref","unstructured":"Ian Campbell. 2007. Chi-squared and Fisher--Irwin tests of two-by-two tables with small sample recommendations. Statistics in medicine 26 19 (2007) 3661--3675.  Ian Campbell. 2007. Chi-squared and Fisher--Irwin tests of two-by-two tables with small sample recommendations. Statistics in medicine 26 19 (2007) 3661--3675.","DOI":"10.1002\/sim.2832"},{"key":"e_1_3_2_1_8_1","doi-asserted-by":"publisher","DOI":"10.1145\/3078072.3084330"},{"key":"e_1_3_2_1_9_1","doi-asserted-by":"publisher","DOI":"10.1145\/3202185.3202741"},{"key":"e_1_3_2_1_10_1","doi-asserted-by":"crossref","unstructured":"Heather M Gray Kurt Gray and Daniel M Wegner. 2007. Dimensions of mind perception. Science 315 5812 (2007) 619--619.  Heather M Gray Kurt Gray and Daniel M Wegner. 2007. Dimensions of mind perception. Science 315 5812 (2007) 619--619.","DOI":"10.1126\/science.1134475"},{"key":"e_1_3_2_1_11_1","unstructured":"K Inagaki. 1993. Young children's differentiation of plants from nonliving things in terms of growth. In biennial meeting of Society for Research in Child Development New Orleans.  K Inagaki. 1993. Young children's differentiation of plants from nonliving things in terms of growth. In biennial meeting of Society for Research in Child Development New Orleans."},{"key":"e_1_3_2_1_12_1","doi-asserted-by":"crossref","unstructured":"Vera John-Steiner and Holbrook Mahn. 1996. Sociocultural approaches to learning and development: A Vygotskian framework. Educational psychologist 31 3-4 (1996) 191--206.  Vera John-Steiner and Holbrook Mahn. 1996. Sociocultural approaches to learning and development: A Vygotskian framework. Educational psychologist 31 3-4 (1996) 191--206.","DOI":"10.1080\/00461520.1996.9653266"},{"key":"e_1_3_2_1_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0885-2014(86)80024-7"},{"key":"e_1_3_2_1_14_1","unstructured":"Valerie E Lee and David T Burkam. 2002. Inequality at the starting gate: Social background differences in achievement as children begin school. ERIC.  Valerie E Lee and David T Burkam. 2002. Inequality at the starting gate: Social background differences in achievement as children begin school. ERIC."},{"key":"e_1_3_2_1_15_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10758-010-9163-9"},{"key":"e_1_3_2_1_16_1","volume-title":"Mindstorms: Children, computers, and powerful ideas","author":"Papert Seymour","year":"1980"},{"key":"e_1_3_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1145\/2909824.3020213"},{"key":"e_1_3_2_1_18_1","doi-asserted-by":"publisher","DOI":"10.1145\/175276.175288"},{"key":"e_1_3_2_1_19_1","doi-asserted-by":"crossref","unstructured":"John TE Richardson. 2011. The analysis of 2\u00d7 2 contingency tables\u00e2\u0102\u0164Yet again. Statistics in medicine 30 8 (2011) 890--890.  John TE Richardson. 2011. The analysis of 2\u00d7 2 contingency tables\u00e2\u0102\u0164Yet again. Statistics in medicine 30 8 (2011) 890--890.","DOI":"10.1002\/sim.4116"},{"key":"e_1_3_2_1_20_1","doi-asserted-by":"publisher","DOI":"10.1007\/s12369-012-0173-8"},{"key":"e_1_3_2_1_21_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-835X.1995.tb00686.x"},{"key":"e_1_3_2_1_22_1","unstructured":"Mike Scaife and Yvonne Rogers. 1999. Kids as informants: Telling us what we didn't know or confirming what we knew already. The design of children\u00e2\u0102&Zacute;s technology (1999) 27--50.  Mike Scaife and Yvonne Rogers. 1999. Kids as informants: Telling us what we didn't know or confirming what we knew already. The design of children\u00e2\u0102&Zacute;s technology (1999) 27--50."},{"key":"e_1_3_2_1_23_1","doi-asserted-by":"crossref","unstructured":"Sherry Turkle. 2005. The second self: Computers and the human spirit. Mit Press.   Sherry Turkle. 2005. The second self: Computers and the human spirit. Mit Press.","DOI":"10.7551\/mitpress\/6115.001.0001"}],"event":{"name":"FL2019: FabLearn 2019","location":"New York NY USA","acronym":"FL2019"},"container-title":["Proceedings of FabLearn 2019"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3311890.3311904","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3311890.3311904","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T22:38:39Z","timestamp":1750199919000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3311890.3311904"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2019,3,9]]},"references-count":23,"alternative-id":["10.1145\/3311890.3311904","10.1145\/3311890"],"URL":"https:\/\/doi.org\/10.1145\/3311890.3311904","relation":{},"subject":[],"published":{"date-parts":[[2019,3,9]]},"assertion":[{"value":"2019-03-09","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}