The self-tracking information literacy practices of LGBTQ+ students: empowerment through self-knowledge

This paper explores the self-tracking information literacy practices of LGBTQ+ students, how these are connected to LGBTQ+ identities and whether these practices are perceived as empowering. LGBTQ+ individuals experience particular challenges with physical and mental health, and self-tracking is one way to empower people and support health and wellbeing. Similarly, developing information literacy in a particular landscape can be empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of information literacy in self-tracking framed the design of the interview questions: understanding the value of quality in data inputs; the ability to interpret tracked information in the context of the limitations of the app or device; awareness of privacy; and the nuances of sharing tracked data. Collaborative thematic analysis revealed that participants find it useful to monitor their physical health, and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness, and what data could be collected. There was some distrust about the way apps used data, but this risk was accepted, typically because the convenience of the app outweighed concerns about privacy. Data sharing took place: restricted due to self-consciousness or fear of being judged, but embraced when there was a feeling of working towards a shared goal. Information literacy in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of the apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.