Kyle M. L. Jones

MLIS, PhD
Assistant Professor
Department of Library and Information Science
School of Informatics and Computing
Indiana University-Indianapolis (IUPUI)

  

Kyle M. L. Jones is an assistant professor in the School of Informatics and Computing within its Department of Library and Information Science at Indiana University-Indianapolis (IUPUI). His research focuses on information ethics and policy issues associated with educational data mining (e.g., learning analytics). Published works of his can be found in The Journal of the Association for Information Science and Technology (JASIST); Learning, Media and Technology; and, among others, The Journal of Documentation. He is the Co-PI on the IMLS-funded Prioritizing Privacy project, which is data ethics professional development program focused on learning analytics. He is also the Co-PI on the IMLS-funded Datafied Classroom project; this project is investigating faculty perspectives of student privacy and privacy-protecting instructional practices. He is active in a variety of scholarly organizations, including the Association for Library and Information Science Educators (ALISE) and the Association for Information Science and Technology (ASIST).

Jones, K. M. L., & VanScoy, A. (2019 – forthcoming). The syllabus as a student privacy document in an age of learning analytics. Journal of Documentation. Preprint available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3376948

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, 16(24), 1–22. doi: 10.1186/s41239-019-0155-0

Jones, K. M. L. (2019). Just because you can doesn’t mean you should: Practitioner perceptions of learning analytics ethics. portal: Libraries & the Academy, 19(3), 407–428. doi: 10.1353/pla.2019.0025

Perry, M. R., Briney, K. A., Goben, A., Asher, A., Jones, K. M. L., Robertshaw, M. B., & Salo D. (2018). SPEC Kit 360: Learning analytics. Washington, DC: Association of Research Libraries.

Jones, K. M. L., & Salo, D. (2018). Learning analytics and the academic library: Professional ethics commitments at a crossroads. College & Research Libraries, 79(3), 304–323.

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: Applying library values to emerging technology: Decision-making in the age of open access, maker spaces, and the ever-changing library. Chicago, IL: Association of College and Research Libraries.

Jones, K. M. L. (2017). Learning analytics and its paternalistic influences. In P. Zaphiris & A. Ioannou (Eds.), Lecture Notes in Computer Science, Learning and Collaboration Technologies: Technology in Education (LCT 2017, HCI International 2017) (pp. 281–292). Springer.

Rubel, A., & Jones, K. M. L. (2017). Data analytics in higher education: Key concerns and open questions. University of St. Thomas Journal of Law and Public Policy.

Rubel, A. & Jones, K. M. L. (2016). Student privacy in learning analytics: An information ethics perspective. The Information Society, 32(2), 143–159.

Jones, K. M. L. (2018). Just because you can doesn’t mean you should: Learning analytics and their ethical issues as discussed by academic library and information science professionals. OCLC Americas Regional Council Conference, Chicago, IL.

Jones, K. M. L., Rubel, A., & LeClere, E. (2018). A matter of trust: Establishing higher education institutions as information fiduciaries in an age of learning analytics. Paper presented at the biennial Information Ethics Roundtable. Copenhagen, Denmark.

Jones, K. M. L., & VanScoy, A. (2018). Student surveillance in the age of learning analytics: An inquiry into LIS syllabi and student privacy policies. Poster presented at the annual meeting of the Association for Library and Information Science Education (ALISE), Westminster, CO.

Jones K. M. L. (2017). The paternalism of data-driven educational technologies. Paper presented at HCI International 2017 Conference, Vancouver, BC.

Jones, K. M. L., & Salo, D. (2017). Learning analytics in the library and the emergence of professional ethics conflicts. Paper presented at the annual meeting of the Association for Library and Information Science Education (ALISE), Atlanta, GA. Abstract available at: https://alise2017.sched.com/event/92m4/session-43-c-juried-paper-learning-analytics-in-the-library-and-the-emergence-of-professional-ethics-conflicts

Jones, K. M. L., & Rubel, A. (2016). Policy recommendations for use of learning analytics in higher education. Paper presented at the Privacy Law Scholars Conference (PLSC), Washington, D.C.

Jones, K. M. L. (2016). Lacking control: Learning analytics and student privacy. Paper presented at the annual meeting of the Association for Library and Information Science Education (ALISE), Boston, MA. Abstract available at: https://alise2016.sched.org/event/5apN/session-61-a-juried-paper-lacking-control-learning-analytics-and-student-privacy

Jones, K. M. L. (2015). To construct or dismantle the surveillant assemblage: Big Data and learning analytics in higher education. Paper presented at the annual meeting of the Society for Social Studies of Science (4S), Denver, CO. Abstract available at: http://4sonline.org/ee/files/program_w_abstracts.pdf

Jones, K. M. L., & Rubel, A. (2014). What’s the place of privacy in learning analytics? Poster presented at the annual meeting of the Association for Library and Information Science Education (ALISE), Philadelphia, PA. Abstract available at: https://ali.memberclicks.net/assets/documents/conf_2014/Abstracts/2014%20wip%20posters.pdf