This workshop will convene researchers and stakeholders to share their work on and discuss research on extended reality (XR) technologies for children, including identifying risks, opportunities, and ethical guidelines.The workshop builds on prior child-computer interaction research on XR technologies, as well as prior SIGs and workshops focused on ethics.Our goal is to discuss state-of-the art research on XR technologies and outline ethical concerns and future research challenges.

This workshop will convene researchers and stakeholders to share their work on and discuss participatory approaches to the ethics of emerging technologies for children. The workshop builds on prior discussions in the community, which have identified significant challenges in addressing ethical issues related to emerging technologies given that they are still under development, and it is difficult to predict how they may be used. Our goal is to build on the familiarity the community has with participatory methods and apply them to considering the ethics of emerging technologies, thus giving stakeholders, including children, a voice in these considerations.

The COVID-19 pandemic has led to a surge of information visualizations that aim to increase our scientific understanding and communicate about the ongoing health crisis with the general public. In this time, there has also been significant use of data visualization language in artefacts from online communities that provide commentary on the pandemic and create meaning through participatory digital culture. Using a qualitative approach, this paper examines over 300 memes collected from a public social media group targeted to young adults in the United States that uses the language of data visualization to discuss topics related to COVID-19. We outline four main ways that data visualization language is used in these memes-as a coarse indicator, as a visual analogy, as an opportunity for augmentation with emotion or interpretation, and as a visual pun-as well as two ways that memes leverage traditional and emerging approaches in the information visualization community. We describe the context in which these memes are socially created and interpreted in light of the political nature of online spaces and connect this work to ongoing research on participation, emotion, and embodiment in information visualization. These results aim to start a conversation about the use of data visualization language in digital culture and more casual networked environments beyond official channels.

There is a growing trend in both the academic and private sectors of designing innovative interactive technologies for children. These technologies could be a unique platform for addressing the freedoms and rights of children with special needs. They afford new kinds of support for children with special needs' full participation, both as children and later on as adults, in the public sphere. This workshop highlighted three underexplored themes in designing interactive technologies for children with disabilities, including considerations for participatory design, interactive technologies for children with hearing impairments, and the possibly transformative potential of tangible computing. Some of the future research opportunities and challenges in the areas of deep engagement, interdisciplinarity, individuality, and practicality are discussed.