10 March 2011

Application for the Use of Human Subjects

i_love_natureMy university has an Institutional Review Board (IRB) that must approve my field study project before I can conduct it.  I've been working on my application, but I haven't finished yet!  It is stressful because I feel like I need to have every inch of my project complete and perfect by yesterday, and I wasn't ready for that! Here's what I have so far (be careful--it is ridiculously long):

Application for the Use of Human Subjects
Part A  Application Information (Only typed applications will be reviewed; submit 2, unstapled copies to ORCA in A-285 ASB) Submit 2 unstapled copies to the IRB office.
1.     Title of the Study: Technology in Exile: Tibetan Digital Literacy

2.  Principal Investigator: Kristen Nicole Cardon
3.  Contact Person:
(if different from PI):
Title: undergraduate student
Dept: English
Title:
Dept:
Address (+ ZIP): [censored]
Address (+ Zip):

Phone: [censored]
Email: [censored]
Phone:
Email:
4.  Co-Investigator(s): Dr. Gideon O. Burton, BYU English department
5.  Research Originated By:   X Student     
6.  Research Purpose(Check All that Apply):       
X ORCA Scholarship       X Honors Thesis    X ISP Field Study India

7.  Correspondence Request:        X Call for Pick-Up

Part B Research Study Synopsis
1.  Brief Study Description (Include Purpose of the Research):

The Tibetans living in exile in India boast a unique digital literacy to match their unique political and social position, and the question of survival of their culture is magnified by and related to the modern digital renaissance.  My purpose is to assess the degree to which Tibetans living in exile in India are digitally literate, the ways in which their culture manifests the effects of digital literacy, and the potential for increased digital literacy to facilitate their goal of cultural preservation.
2.  Study Length
     05/11 to 08/11 in-field data collection, 8/11-12/11 analysis and write-up
3.  Location of Research
   a. Where will the research take place? Dharamsala, Himachal Pradesh, India
   b. Will the PI be conducting and/or supervising research activity off-campus? Yes                 
                           If Yes, please list sites: Tibetan Children’s Village School in Dharamsala, India
4.  Subject Information:
   a.  Number of Subjects: 200-300 b.  Gender of Subjects:  male and female     c.  Ages of  Subjects: Students aged 7-18, faculty and administrators aged 30-50            
5.  Potentially Vulnerable Populations:   (Check All that Apply)         
   X Children  

6.  Non-English Speaking Subjects 
   a.  Will subjects who do not understand English participate in the research:     Yes              
   b.  If yes, describe your resources to communicate with the subjects: Translators, English speaking contacts
   c.  Into what language(s) will the consent form be translated: Tibetan
7.  Additional Subject Concerns
   a.  Are there cultural attitudes/beliefs that may affect subjects in this study?      Yes       
   b.  If yes, please describe attitudes and how they may affect subjects. Tibetans living in India are deeply concerned with the preservation of their culture and hopeful that they will be able to regain their homeland from the Chinese. 
8.  Dissemination of Research Findings
   a.  Will the research be published?   Yes                 If yes, where if known? BYU Inquiry Journal

   b.  Will the research be presented?   Yes                 If yes, where if known? Inquiry Conference
9.  External Funding
   a.   Are you seeking external funding?     Yes        What agency? Phi Kappa Phi
   b.   Have you received funding?    No         c.   Dollar amount?
10.  Method of Recruitment:  (Check All that Apply)
   X Third Party      X Other: Snowball sampling (informant introduces to another informant), convenience sampling
11.  Payment to Subjects
   a.  Will subjects be compensated for participation?  X No      If yes, please indicate amount:
   b.  Form of Payment:   ~ Cash     ~ Check      ~ Gift Certificate      ~ Voucher      ~ 1099     ~ Other    
   c.  Will Payment be prorated?    ~ Yes        ~ No      If yes, please explain:
   d.  When will the subject be paid?     ~ Each Visit        ~ Study Completion      ~ Other     
12.  Extra Credit
   a.  Will subjects be offered extra credit?    X No 
   b.  If yes, describe the alternative:
13.  Risks:  Identify all potential risks/discomforts to subjects.
      This study has minimal risks.  There is possible discomfort in length of survey or interview, with the tape recorder, or when they don’t know how to answer a question.  There is possible self-consciousness during participant observation and a potential for loss of privacy.
14.  Benefits:
   a.  Are there direct benefits to participants?   No   If yes, please list.
  
   b.  Are there potential benefits to society?    Yes   If yes, please list: General publicity for Tibetan circumstances, improved cross-cultural communication through greater understanding of Tibetan role in digital renaissance, and some assistance for Tibetans in their ultimate goal of cultural preservation
15.  Study Procedures (DO NOT LEAVE ANY ITEM BLANK):
   a.  What will be the duration of the subjects’ participation? Three months   
   b.  Will the subjects be followed after their participation ends?   No    If yes, please describe:
c.     Describe the number, duration and nature of visits/encounters.
Structured interviews: one time, 30 minutes, short answer and domain analysis.  Semi-structured interviews: 1-5 times, 1-2 hours each, structured questions but somewhat flexible, informal
d.     Is the study therapeutic or non-therapeutic? Non-therapeutic

e.     List all procedures that will be performed to generate data for the research.

20-30 question surveys, formal and informal interviews with 10-20 questions, mapping classrooms, computer labs, and internet cafes, participant observation, and note taking.  Interviews will be audio recorded.

f.      List all procedures/questionnaires done solely for the purpose of the research study
Survey, interview, mapping, note taking, participant observation


g.     List all procedures/questionnaires participants already do regardless of research.
None
16.  Informed Consent:
   a.  Are you requesting Waiver or Alteration of Informed Consent?   No   If yes, please fill out the waiver of informed consent and attach it.
   b.  Briefly describe your process to obtain consent: Talk to school administrators and obtain letter of support, teachers, send notes home to parents, ask student for consent before surveys, and surveys are voluntary.  Interviewees sign consent form before interview.  Principal and teachers give verbal consent for mapping classrooms and labs.  Principal and teachers sign consent form for participant observation.
17.  Confidentiality:
   a.  Are the subject’s social security number, BYU ID number or any identifier (other than study number                   and initials) being sent off site?   No   If yes, describe and explain reasons:


b.     Will any entity other than the investigative staff have access to medical, health or psychological information about the subject?     No    If yes, please indicate who:


c.     Briefly describe provisions made to maintain confidentiality of data, including who will have access to raw data, what will be done with the tapes, where data will be stored, how long data will be stored, etc.
Data will be saved on my computer and password protected.  Surveys and interview tapes will be locked in my suitcase until August 2011.  I will be the only person with access to the raw data.  All personal identifiers will be changed.  After returning from India I will transfer the information to my password protected laptop computer and destroy the hard copies.  I will back up all data on a flash drive which I will keep in the safe in my parents’ house. 

d.     Will raw data be made available to anyone other than the PI and immediate study personnel?  
No  
         If yes, describe the procedure for sharing data. Include with whom it will be shared, how and why.
Academic blog (Ask Dr. Burton)


Part C
The attached investigation involves the use of human subjects.  I understand the university’s policy concerning research involving human subjects and I agree:

1. Yes    To obtain voluntary and informed consent of subjects who are to                                                                                                participate in this project.
2. Yes    To report to the IRB any unanticipated effects on subjects which become apparent during the course of, or as a result of, the experimentation and the actions taken.
3. Yes    To cooperate with members of the committee charged with continuing review of this project.
4. Yes    To obtain prior approval from the committee before amending or altering the scope of the project or implementing changes in the approved consent document.
5. Yes    To maintain the documentation of consent forms and progress reports as required by institutional policy.
6. Yes    To safeguard the confidentiality of research subjects and the data collected when the approved level of research requires it.

Signature* of the Principal Investigator:                                                                          Date:                                     
*Faculty Sponsor Signature Required for All Student Submissions (will not be processed without this)
“I have read and reviewed this proposal and certify that it is ready for review by the IRB. I have worked with the student to prepare this research protocol. I agree to mentor the student during the research project.”
Faculty Sponsor (Please sign and print):                                                                                     

                                                                                   

Required: Thesis/Dissertation – Date of Approval by the Proposal Review Committee:                                                 
Required: Committee Chair/Faculty Sponsor (Please sign and print):                                                                         

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­_______________________________________________________
You must obtain your official proposal approval BEFORE submitting to the IRB or the application will be returned.


Part D  Synopsis of the Proposal—Delete the blue text before submission
Part D, 1-9, should only be approximately 5 pages (not including instruments, consent forms, etc.).
1.     Specific Aims
To assess the degree to which Tibetans living in exile in India are digitally literate, the ways in which their culture manifests the effects of digital literacy, and the potential for increased digital literacy to facilitate their goal of cultural preservation.

2.     Hypothesis or Research Question
How is digital literacy manifest in the students of the Dharamsala TCV and in the Tibetan community in exile?  In what ways does digital literacy promote and detract from Tibetan cultural preservation? 

3.     Background and Significance
We live in the midst of a digital renaissance, reflected in swift technological advances and cultural revolution.  Often, those living in the United States have nearly constant access to technological resources, especially the internet.  Developing nations like India, however, have significantly limited access by comparison.  The Tibetan community living in exile in McLeod Ganj, India is a contradiction—residents boast a high level of digital literacy but usually lack computers.  Though scholars such as Paul Levinson and Charlie Gere have studied the implications of the digital renaissance in first world countries, that which involves developing countries has focused on the digital divide between nations.  Now, due to the advances of mobile technology, the phenomenon of developing countries "digitally leapfrogging" developed nations displaces the notion of digital divide (Fink and Kenny 15).  The result is a gap in scholarship concerning digitally literate communities without prime access to technology, especially for the Tibetans' unique exiled location in India.  The digital renaissance is global in its effects, largely because global communication is easier than ever.  Therefore, scholarship concerning digital literacy must extend beyond national borders just as its subject matter does.

Digital literacy is a hallmark of the rising generation.  “It has long been recognised [sic] that literacy, and a literate population, are keys not only to economic development but also to personal achievement and social well being everywhere . . . but only recently have we begun to understand the importance of ‘beyond literacy’ developments such as information literacy, digital literacy, and complementary literacies” (Ameen and Gorman 100).  Digital literacy requires, at its foundation, proficiency with technological hardware and basic internet functions such as navigating browsers, websites, and search engines.  Beyond these, the digitally literate are comfortable with unfamiliar programs, online collaboration, and multi-tasking.  They expect high-speed internet connections and immediate results.  Further, "the evolution of media has so integrated the modes of communication and transportation as to make us expect any device that does the first to be able just as easily to do the second" (Levinson  229).  This is related to “the annihilation of physical distance and the dissolution of material reality by virtual or telecommunication technologies” that is already prevalent and threatens to become increasingly so (Gere 11).  With mobile internet devices, the wealth of online information is available anywhere, and online information and products are often free.  One Tibetan man noted that “with the coming of the computer and internet we can do lots of things—now, we can do anything” (Jinpa). 

Many Tibetans in India are actively involved in the digital renaissance.  The Dalai Lama has Twitter, the Tibetan Children’s Village school has a Facebook group, and Dharamsala has a wireless mesh (Cardon “Internet”).  Indian government policies encourage information technology to foster the digital paradigm (Ameen and Gorman 99).  Yet in 2003, there was a 70-fold difference in access rates between US and Indian households (Fink and Kenny 20).  Nevertheless, the mark of the digital renaissance results in marked changes in the Tibetan community as it does worldwide.  As instant global communication fosters a single “new culture for [Tibetans and] for everyone . . . [since] we are getting so much mixed” the previous distinctions between cultures become less clear (Jinpa).  For Tibetans whose primary goal is cultural preservation, the digital renaissance may pose a threat.  However, “as a culture is neither as new as it might appear, nor is its development ultimately determined by technological advances, [it] would be more accurate to suggest that digital technology is a product of digital culture” (Gere 13).  In fact, literacy itself is associated with a “unifying cultural heritage.”  “The idea of intellectual, and to some extent political, universalism is historically and substantively linked with literate culture” (Goody 50).  Technology, then, so closely tied to civilization and progress, is simply the culmination of a need for that technology within the culture itself.  In this instance, digital literacy is functional as an outlet for society’s needs and an aid, not a detriment, to cultural preservation while facilitating progress into modernity.

“Ultimately,” says one Tibetan man, “we need to preserve our identity” (Jinpa).  With just over 5 million Tibetans, the entire heritage and culture is at risk.  The Tibetans boast a unique digital literacy to match their unique political and social position, and the question of survival of their culture is magnified by and related to the modern digital renaissance.

4.     Description of Subjects
Most of the defining characteristics of digital literacy gained notoriety in the last ten years.  Children who have grown up in the digital renaissance sport a peculiar, natural digital literacy consistent with their status as “digital natives” rather than “digital immigrants” like their parents and grandparents.  Thus, the phenomenon of digital literacy is recognizable when studying the younger generation and largely absent from older generations.  In the Dharamsala TCV, computer classes are integrated with the regular curriculum beginning at a young age, suggesting that the administrators and faculty of the school are investing in the digital renaissance (Cardon “Phuntsok”).  I will obtain permission from the principal, teachers, parents, and students to distribute surveys and observe classrooms and I will interview by convenience sampling, using a consent waiver before each one.

5.     Confidentiality
Data will be saved on my computer and password protected.  Surveys and interview tapes (created for the purposes of transcription) will be locked in my suitcase until August 2011.  I will be the only person with access to the raw data.  All personal identifiers will be changed.  After returning from India I will transfer the information to my password protected laptop computer and destroy the hard copies.  I will back up all data on a flash drive which I will keep in the safe in my parents’ house until the conclusion of my honors thesis defense, at which time I will destroy the data.  Material for my research blog will come only from adults who give verbal consent for me to post their responses, and all personal identifiers will be changed.

6.     Method or Procedures
Through Facebook, blogs, and email, I have several established contacts within the Dharamsala Tibetan Children’s Village head office, including the head office computer coordinator Phuntsok Dorjee.  Three of my Tibetan contacts have consented to interviews.  My first interviews will be with these three, and then they will introduce me to colleagues (both administrators and teachers) who will agree to an interview.  Interviews will be semi-structured to unstructured—I will have a list of questions, but will continue with follow-up questions if the conversation takes a turn other than I anticipated.  One interview will last 1-2 hours.  I will record the audio of these interviews for transcription purposes.  Interview questions, found in appendix F, will explore the nature of Tibetan culture itself, the motivation behind educating students in digital literacy, and the perception of technology in relation to Tibetan culture.  I will have 10-20 questions for each interview.  In the following weeks, I will follow-up with up to four additional interviews. 

For another perspective, I will distribute surveys to classes of Tibetan students.  I will speak first to the principal of the school and obtain written consent to conduct research within the Dharamsala TCV.  I will ask around for teachers willing to have me in their classrooms and obtain written consent to observe their classes and survey their students.  I will then send a consent form home to the parents or guardians of the students. When the students have returned the parental consent forms, I will explain that the survey is voluntary and distribute paper copies. 

The survey questions are based on the International Society for Technology in Education's five standards for digital-age learning.  The inquiries will probe the ways in which Tibetan students in India "demonstrate creativity and innovation, communicate and collaborate, conduct research and use information, think critically, solve problems, and make decisions, and use technology effectively and productively" ("NETS for students").  We will design 20-30 survey questions to discover what cultural effects are unique to Tibetan culture and interview questions regarding positive and negative perceptions of the digital renaissance.  These survey questions include domain analysis to generate a Tibetan definition of “technology.”   The instructions at the top say that the survey is optional and give a brief explanation of the study.  The survey takes 30 minutes to 1 hour to complete.

In the meantime, to supplement this data, I will observe digital literacy in general education classrooms, school computer labs, and public places like internet cafes.  I will be a participant observer in these locations, a traditional anthropological method for obtaining data.  Obtaining permission in the same way, I will observe and distribute surveys to at least five other classes in order to obtain a representative sample of the 2,000 students. 

If the teachers in whose classrooms I distribute surveys are willing, I will obtain written consent from them and conduct a semi structured interview consisting of 10-20 questions and taped recording.  In the time I am in their classrooms I will conduct unstructured interviews when I have the chance to talk to them about what I observe in the class, taking notes during or after.  After the survey is complete, I will input the results into my computer.  (exclusionary criteria)

In addition, I will generate maps of physical locations significant to digital literacy.  These areas will include the physical classroom, a computer lab/classroom, an internet café, and an administrative office.   Each map will take several hours to complete.  The maps will then be used to analyze the prevalence and function of digital literacy in specific spaces within the community.

7.     Data Analysis
My field notes and blog posts will be coded according to their relevance to each of the International Society for Technology in Education’s five standards for digital-age learning.  These are specifically the ways in which students "demonstrate creativity and innovation, communicate and collaborate, conduct research and use information, think critically, solve problems, and make decisions, and use technology effectively and productively" ("NETS for students").  As Paul Levinson demonstrated in his book New New Media, digital information is constantly changing and being updated (Cardon “Facebook”).  Thus, the source for the most relevant information on the digital renaissance is lived experience.   As such, my analysis of the effects of digital literacy as they are manifest in the culture will be based on a comparison between participant observation of the digital renaissance in western America and participant observation of the digital renaissance in Dharamsala.  Maps of classrooms, computer labs, and internet cafes will provide a physical basis for comparison with American digital literacy.  These first two parts, determining the extent of Tibetan digital literacy and the effect in the community, are largely descriptive.  Analysis of data relating to cultural preservation will largely be opinions from adult teachers and administrators whom I interview in addition to my own observations. 

8.     Risks
This study is one of minimal risk to participants.  Students, teachers, and faculty may be bothered by the length of time the survey takes or by a question they do not know how to answer.  Interviewees may be uncomfortable with the tape recorder.  I will only have access to the potentially vulnerable population, children, after I have obtained written consent from the principal, the teacher, and, when possible, the parent or guardian.  Participant students will also sign an age-appropriate consent form informing them of the minimal risks.  The participants will be informed verbally and in writing that the survey is optional and that they can skip any question that they don’t want to answer.  There is a risk of loss of privacy, which I will reduce by keeping information secure and destroying hard copies of data once I’ve created a digital copy.  I will be the only person with access to the data. 

9.     Benefits
Part of BYU’s stated mission is that students should “communicate effectively [and] understand important ideas in their own cultural tradition as well as that of others.” Cross-cultural communication encourages familiarity between cultures and peoples. My research will improve cross-cultural communication by developing understanding of Tibetan digital literacy, thereby enhancing Western awareness of the unique Tibetan situation and culture in India.  As one Tibetan man told me, “educating [your school] about Tibet, letting them know about Tibetans can serve something for us.  It will be good because they will know about Tibet and the Tibetan people” (Jinpa). 

In addition, my research has the potential to assist Tibetans in their goal of cultural preservation by either establishing a positive relationship between digital literacy and cultural preservation or warning of potential pitfalls.

10.  Compensation
There will be no compensation for participants.

11.  References
Ameen, Kanwal and G.E. Gorman. "Information and digital literacy: a stumbling block to development? A Pakistan perspective." Library Management 30.1/2 (2009): 99-112. Web. 16 Oct 2010.

Cardon, Kristen. "Phuntsok Dorjee." Technology in Exile. Blogger, 24 Aug 2010. Web. 9 Mar 2011.

Cardon, Kristen. “Internet Exploration.” Technology in Exile. Blogger, 7 July 2010.  Web.  9 Mar 2011.

Cardon, Kristen.  “Facebook and New New Media.”  Technology in Exile.  Blogger, 7 Aug 2010.  Web.  9 mar 2011.

Farrer-Halls, Gill.  The World of the Dalai Lama: An Inside Look at His Life, His People, and His Vision.  Wheaton, IL: Godsfield Press, 1998.  Print.

Fink, Carsten and Charles J. Kenny. “W(h)ither the digital divide?” Info 5.6 (2003): 15-24. Web. 16 Oct 2010.

Freire, Paulo. "The Adult Literacy Process as Cultural Action for Freedom and Education and Conscientizacao." Perspectives on Literacy. Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale, IL: Southern Illinois Univ Pr, 1988. Print.

--. Education for Critical Consciousness. New York: The Seabury Press, 1973. Print.

Gere, Charlie. Digital Culture.  London: Reaktion Books, 2002.  Print.

Goody, Jack and Ian Watt. "Literate Culture: Some General Considerations." The Future of Literacy. Ed. Robert Disch. Englewood Cliffs, NJ: Prentice-Hall, 1973. Print.

Jinpa, Norbu. Intervew by Kristen Nicole Cardon. 29 Nov 2010. Film.

Laird, Thomas.  The story of Tibet: Conversations with the Dalai Lama.  New York: Grove Press, 2006.  Print. 

Levinson, Paul. The Soft Edge: A Natural History and Future of the Information Revolution. New York: Routledge, 1997. Print.

--.  New New Media.  Boston: Allyn & Bacon, 2009.  Print.

--.  Cell Phone: The Story of the World's Most Mobile Medium and how it has Transformed Everything.  New York: Palgrave Macmillan, 2004.  Print.

Millenbah, Kelly, and Bjorn H. K. Wolter.  “The Changing Face of Natural Resources Students, Education, and the Profession.”  Journal of Wildlife Management 73.4 (2009): 573-579.  Web.  15 Sep 2010.

"NETS for Students: Digital-Age Learning." International Society for Technology in Education. ISTE, 2010. Web. 20 Oct 2010.

12.  Qualifications
I am uniquely qualified to complete this project because I recently completed the classroom observations for my English teaching major at an American junior high and high school.  I can manage a classroom, interact with a class or an individual student, and take careful note of significant incidents while performing participant observation.  As a prerequisite to these observations, I was fingerprinted and by the FBI and was cleared to enter the American public schools.  In addition, I have thoroughly documented my preliminary research on Tibetan digital literacy on my research blog, technologyinexile.blogspot.com, and responded to comments that have helped to correct and shape my ideas.  Since the beginning of September 2010 I have been practicing conducting semi-structured and unstructured interviews with a Tibetan man over Skype.  In these ways I have been developing the digital literacy I am planning to observe in order to conduct preliminary research.  In the two classes I’ve taken from my mentor Dr. Burton I have used Facebook and blogs to exchange ideas with classmates and to document my learning online.  My digital civilization course focused on modern digital literacy as it relates to history. I am also currently enrolled in a beginning Tibetan language class. 

Dr. Gideon O. Burton earned his PhD from the University of Southern California in 1994, the same year that he joined the BYU English Department faculty.  His website, rhetoric.byu.edu, has earned several awards.  In addition, he has maintained his blog, Academic Evolution, since 2008 and the online Mormon literature database since 2003. Dr. Burton’s personal website contains scholarly links to various online resources of his own creation.  Dr. Burton uses his knowledge of new technology in his university courses, successfully implementing tools like Facebook, blogs, and Diigo into literature, research, and civilization courses.  He is also a new media consultant for the online missionary work at the MTC.  Dr. Burton has mentored several Field Study students and serves on the Field Study committee for India.

Include the following information as necessary in the appropriate appendix.
Appendix E – Consent Document or
Request for a Waiver and/or Alteration of Informed Consent:
On the Consent Form. Indicate the number of pages and an area for initials:  For example, page 1 of 2 _____ (initials).   
Technology in Exile: Tibetan Digital Literacy
Consent to be a Research Subject
Introduction
This research study is being conducted by Kristen Nicole Cardon, undergraduate, from Brigham Young University to determine how Tibetans in India use computers and internet, how technology changes their lives, and ways that technology may help or hinder them. You were invited to participate because you are a teacher or administrator in the Tibetan Children’s Village school.    
Procedures
            If you agree to participate in this research study, the following will occur:
·      you will be interviewed for approximately thirty minutes about computers and internet in your community, especially in the school where you work
·      the interview will be audio recorded to ensure accuracy in reporting your statements
·      the interview will take place at a time and location convenient to you
·      you may be asked for up to four additional interviews, in which you may choose to participate or not
·      the researcher may contact you later to clarify your interview answers for approximately fifteen minutes
·      total time commitment will be 2-8 hours of interviews, 1-2 hours each

Risks/Discomforts
There are minimal risks for participation in this study. However, you may feel some discomfort when being audio taped.  If you feel uncertain about answering a particular question, you may choose to decline or excuse yourself from the study.

Benefits
There will be no direct benefits to you. However, through your participation benefits may include enhanced cross-cultural communication, general publicity for the Tibetan circumstances, and some assistance in the Tibetan goal of cultural preservation.

Confidentiality
Data will be saved on the researcher’s computer and password protected.  Interview tapes will be kept in a secure location until August 2011.  The researcher will be the only person with access to the raw data.  All personal identifiers will be changed.  At the conclusion of the study the researcher will transfer the transcription to a password protected laptop computer and destroy of the hard copies.  The researcher will back up all data on a flash drive and keep it in a safe until finished with her honors thesis, at which time she will destroy the data.


Compensation
Participants will not receive compensation

Participation
Participation in this research study is voluntary. You have the right to withdraw at anytime or refuse to participate entirely without affecting your employment or standing at the school.

Questions about the Research
If you have questions regarding this study, you may contact Gideon O. Burton, PhD, 001-801-422-3525, Gideon_Burton@byu.edu or Aaron Eastley, PhD, at 001-801-422-1695, aaron_eastley@byu.edu.

Questions about your Rights as Research Participants
If you have questions regarding your rights as a research participant, you may contact IRB Administrator Sandee Muñoz, 001-801-422-1461, A-285 ASB Campus Drive, Brigham Young University, Provo, UT 84602, sandee_munoz@byu.edu.  [For International Research the contact person should be someone in the local area with local contact information who would be able to inform participants of their rights. This person can be a project leader, organization director, or group facilitator. This should be a person who is not part of the research and who is able to communicate with participants in their native tongue]

I have read, understood, and received a copy of the above consent and desire of my own free will to participate in this study.

 Signature:                                                                                                Date:                                   

CHILD ASSENT FORM
(approximate ages 7-10)
What is this research about?
We want to tell you about a research study we are doing.  A research study is a special way to find to answer questions.  We are trying to find out more about computer and internet in your community, the way you use them and what they do for your neighborhood. You are being asked to join the study because you have grown up with computers and internet, and you learn to use them in school.  

If you decide that you want to be in this study, this is what will happen.
1.     You will write the answers to 20-30 questions
2.     This will take 30 minutes to 1 hour

Can anything bad happen to me?
We want to tell you about some things that might bother you if you are in this study.  It might take you a long time to answer the questions.  You might not know the answers to the questions.  If you do not know the answer, you do not need to write anything on that question.

Can anything good happen to me?

We don’t know if being in this study will help you. But we hope to learn something that will help other people someday.  We hope that this research will help people who live in different parts of the world to understand each other.  We also hope that more people will learn about Tibetans, and that Tibetans will be able to continue your traditions when living in India.

Do I have other choices?

You can choose not to be in this study.  You can choose not to answer any of the questions.

Will anyone know I am in the study?

We won’t tell anyone you took part in this study. When we are done with the study, we will write a report about what we found out.  We won’t use your name in the report.

What happens if I get hurt?

We do not think you will get hurt while answering these questions.  Your parent or guardian, teacher, and principal gave permission for you to be in this study, and they know how to help you if you feel uncomfortable or confused while answering the questions.

What will I get for doing this study?

You will not receive payment for being in this research study.

Before you say yes to be in this study; be sure to ask Kristen Nicole Cardon to tell you more about anything that you don’t understand.


What if I do not want to do this?

You don’t have to be in this study.  It’s your choice.  If you say yes now, but you change your mind later, that’s okay too.  All you have to do is tell us.

If you want to be in this study, please sign or print your name.

    Yes, I will be in this research study.        q      No, I don’t want to do this.


__________________________            ___________________            ____________
Child’s name                                Signature of the child            Date

Parental Permission for a Minor to Participate in Research
Technology in Exile: Tibetan Digital Literacy

Introduction

My name is Kristen Nicole Cardon. I am an undergraduate student at Brigham Young University and I am conducting a research study about computer and internet use in the Tibetan community in Dharamsala, specifically in the TCV school.  I am inviting your child to take part in the research because he or she is a student in the TCV school, has grown up with computers and internet, and has learned to use them in school.

PROCEDURES  
If you agree to let your child participate in this research study, the following will occur: 
·      Your child will be asked to write answers to 20-30 questions about how he or she uses computers and internet
·      This will take place in their regular classroom during school hours
·      Your student will have 30 minutes to 1 hour to write the answers to the questions
RISKS
This study has minimal risks for participants.  Your child may be uncomfortable with the length of the survey, or he or she may feel discomfort if they do not know how to answer a question.  If your child indicates in any way that he/she does not want to participate, by crying or other behavior, we will stop immediately There is a risk of loss of privacy, which the researcher will reduce by not using any real names or other identifiers in the written report.  The researcher will also keep all data in a locked file cabinet in a secure location.  Only the researcher will have access to the data.  At the end of the study, hard copies of the data will be destroyed.
CONFIDENTIALITY
Data will be saved on the researcher’s computer in a secure location and will be password protected.  Hard copies of surveys will be locked in the researcher’s suitcase until August 2011.  Only the researcher will have access to the raw data.  All personal identifiers will be changed.  At the conclusion of the study the researcher will transfer the information to a password protected laptop computer and destroy of the hard copies.  The researcher will back up all data on a flash drive which she will keep in a safe until the conclusion of her honors thesis defense, at which time she will destroy the data. 
BENEFITS  
There are no direct benefits for your child’s participation in this project.  However, benefits to the community may include enhanced cross-cultural communication, increased awareness of Tibetan culture and circumstances, and help in Tibetan cultural preservation.
  
 COMPENSATION
There will be no compensation for participation in this project.

QUESTIONS ABOUT THE RESEARCH
If you have any further questions about the study, you may contact the researcher Kristen Nicole Cardon at 001-801-493-5710, kristennicolecardon@gmail.com, or you may contact Professor Gideon O. Burton, PhD, 001-801-422-3525, Gideon_Burton@byu.edu

Questions about your child’s rights as a study participant, or comments or complaints about the study also may be addressed to the IRB Administrator, Brigham Young University, A-285 ASB, Provo, UT 84602; 801-422-1461 or irb@byu.edu

You have been given a copy of this consent form to keep.

PARTICIPATION
PARTICIPATION IN THIS RESEARCH STUDY IS VOLUNTARY.  You are free to decline to have your child participate in this research study.  You may withdraw your child’s participation at any point without penalty. Your decision whether or not to participate in this research study will have no influence on you or your child’s present or future status at the Tibetan Children’s Village school.

Child’s Name _______________________________________________


Signature              ___________________________                   Date  __________
                                    Parent

Signature             ____________________________            Date  __________
                                    Researcher





Appendix F – Questionnaires, Surveys, Instruments, Interview questions, etc.
Survey questions
What does it mean to be digitally literate?  Are you digitally literate?
Do any people from other countries read your blog?  Do you have friends who live in other countries?

Interview questions
Tell us about yourself.  What is your name and what do you do for work?
Tell us about the Tibetan culture. What is it?
How is life different in India for Tibetans?
How have computers and the Internet changed your culture?  What problems do they create?
How do students learn in your community?   
How has the computer changed the way students learn? 
Are books or computers better for teaching students?  Why?
How do you use your computer? 
How do you use your computer to talk with other Tibetans?
How do teachers use computers or electronic tools in their classrooms?
How many Tibetans have computers?  How many of those computers are connected to the internet?
How do you think your experience in India would be different without computers?
Why are computers important to you? 
How can computers help Tibetans?
Why do Tibetan students learn to use computers?
If you could tell the world one thing about the Tibetan people, what would you say?

Appendix G – Tutorial Certificate
Appendix H – All other supporting documents such as letters of support from other institutions or universities, grant applications, vitae, etc.


DATE



Institutional Review Board for Human Subjects
Brigham Young University
A-285 ASB Campus Drive
Provo, Utah 84602

To: The Institutional Review Board for Human Subjects,

Kristen Nicole Cardon has the permission of Tibetan Children’s Village to recruit subjects and/or conduct research for her study on Technology in Exile: Tibetan Digital Literacy through this agency.  The details of this study have been explained to us and we support the research.

Please contact me for any further questions at (xxx) xxx-xxxx.

Sincerely,



Name of Representative of Agency
Title
Tibetan Children’s Village


Photo credit elbfoto

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