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Using digital ethnography grounded in sociotechnical and discursive theories of agency and power, the study follows 6th graders in a California K-8 school during pandemic virtual schooling with Google Classroom and an online afterschool club. Findings highlight youth agency as participants disrupt algorithms by crossing platforms, hacking processes, and reworking a technically embedded business model. The study also documents reciprocal shaping that steers teaching toward narrow academic goals while aligning identities with platform-driven algorithmic identities. 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literacies: Youth countering algorithmic and platform power in school and everyday life  \nPermalink  \n[https://escholarship.org/uc/item/676170j3](https://escholarship.org/uc/item/676170j3)  \nAuthor  \nAdams-Grigorieff, Jessica  \nPublication Date  \n2023  \nPeer reviewed|Thesis/dissertation  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nGrounded critical digital literacies:  \nYouth countering algorithmic and platform power in school and everyday life  \nBy  \nJessica Adams-Grigorieff  \nA dissertation submitted in partial satisfaction of the  \nrequirements for the degree of  \nDoctor of Philosophy  \nin  \nEducation  \nand the Designated Emphasis  \nin  \nNew Media Studies  \nin the  \nGraduate Division  \nof the  \nUniversity of California, Berkeley  \nCommittee in charge:  \nProfessor Glynda A. Hull, Chair  \nProfessor Claire Kramsch  \nProfessor Abigail de Kosnik  \nAbstract  \nGrounded critical digital literacies:  \nYouth countering algorithmic and platform power in school and everyday life  \nby  \nJessica Adams-Grigorieff  \nDoctor of Philosophy in Education  \nand Designated Emphasis in New Media Studies  \nUniversity of California, Berkeley  \nProfessor Glynda A. Hull, Chair  \nWith recent advances in generative artificial intelligence, it may come as no surprise that AI influences our society in profound ways. This dissertation project examines how educational and social media platforms and their algorithms shape educational practices and the identity, digital literacies and views of middle school youth participants. Through a digital ethnography (Pink et al., 2016) rooted in sociotechnical and discursive theories of agency and power (Foucault, 1994; Latour, 2005), the study is one of few to empirically explore how participants shape and are shaped by these technologies. The study focuses on the experiences, development and views of 6th grade participants in a California Bay Area K-8 school as they 1) attended virtual schooling during the pandemic and used the educational platform Google Classroom and 2) as they participated in an online afterschool club and developed critical digital literacies (CDL) to counter algorithmic processes.  \nOne key finding of the study is the lively presence of youth agency in the face of the seemingly overwhelming power of algorithms and platforms to shape and control our lives. Youth participants crafted and enacted identities and digital literacies in ways that disrupted algorithms through literacies that, for example, crossed platforms or hacked algorithmic processes. Teachers and students “made-do” with Google Classroom in ways that subverted, transgressed or denied the technically-embedded business model. Youth participants developed critical digital literacies rooted in a sociotechnical discourse about algorithms that enabled them to unearth patterns in social media algorithms and begin to understand how platforms tracked and profiled them. The actor-networks in which participants, platforms and algorithms were embedded provided opportunities for youth agency to manifest. At the same time, the study empirically documents how participants were reciprocally shaped by these technologies in ways that oriented teaching and learning toward narrow academic goals and that aligned participant identities with the algorithmic identity on their favorite platforms.  \nThis study contributes to a range of scholarship critically examining the impact of technology and artificial intelligence on education and society. Specifically, it shows the importance of studying agency in relation to algorithmic and platform power and the importance of conducting empirical research to document how such technologies actually shape education and society. The study also identifies a new concept for CDL researchers and theorists: grounded critical digital literacies. A key implication o","cbCaihIRWEZIQdka","https://ap.wps.com/l/cbCaihIRWEZIQdka","pdf",22903967,155,"English","# CHAPTER 1: AUGMENTED INTELLIGENCE\n## THE PRESENT STUDY\n# CHAPTER 2: CONCEPTUAL FRAMEWORK\n## THEORETICAL FRAMEWORK\n## POWER & AGENCY IN DISCOURSE\n## POWER & AGENCY IN TECHNOLOGY\n## LITERATURE REVIEW\n## PLATFORMS IN EDUCATION\n## ALGORITHMIC POWER\n## ALGORITHMIC AGENCY\n## YOUTH AND TECHNOLOGY\n## RESEARCH QUESTIONS\n# CHAPTER 3: METHODS\n## METHODOLOGY: DIGITAL ETHNOGRAPHY & ACTOR-NETWORK TRACING\n## RESEARCH CONTEXT\n## ST. JACOBS SCHOOL\n## MRS. TURNER’S SIXTH GRADE CLASSROOM\n## THE CRITICAL MEDIA CREATOR CLUB\n## PARTICIPANTS\n## RESEARCHER ROLE\n## DATA COLLECTION PROCEDURES\n## FIELD NOTES\n## INTERVIEWS\n## RECORDINGS\n## ARTIFACTS\n## SURVEY\n## ANALYSIS PROCEDURES\n## CODING\n## VISUAL NETWORK ANALYSIS: MAPPING ACTOR-NETWORKS\n## CRITICAL DISCOURSE ANALYSIS\n# CHAPTER 4: GOOGLE CLASSROOM IN THE CLASSROOM\n## GOOGLE CLASSROOM AS AN EDUCATIONAL PLATFORM\n## GOOGLE CLASSROOM IN CONTEXT\n## GOOGLE CLASSROOM AS THE MIDDLE SCHOOL HUB\n## PLATFORM IMPRINTING: INTENSIFYING TRADITIONAL ACADEMIC FORMS\n## USERS MAKING PLATFORMS ACT\n## NO APIS HERE: ACTUAL USES, IMPROVISATION AND DENIAL\n## FRAGMENTED PEDAGOGY: THE STUDENTS-TEACHERS-PLATFORM TRIAD\n## PLAYING PRETEND: FRIENDSHIPS AND ROLE PLAY ON GOOGLE CLASSROOM\n## DISCUSSION\n# CHAPTER 5: NAVIGATING ALGORITHMIC IDENTITIES\n## IDENTITY CONSTRUCTION WITH AND AGAINST THE ALGORITHMIC IDENTITY\n## PLATFORM POWER CO-CONSTITUTING IDENTITY\n## ALGORITHMIC IDENTITIES IN ACTION\n## CURATING THE ALGORITHMIC SELF: NATASHA’S CASE\n## THE HACKER’S DILEMMA: SEAN’S CASE\n## CROSS-PLATFORM COLLAGING: DELILA’S","[{\"question\":\"What is the core research focus of the dissertation?\",\"answer\":\"The dissertation examines how educational and social media platforms and their algorithms shape educational practices and middle school youths’ identities and digital literacies.\"},{\"question\":\"How does the study investigate youth responses to algorithmic and platform power?\",\"answer\":\"It uses digital ethnography and actor-network tracing to document how participants craft identities and critical digital literacies that disrupt algorithms, including through cross-platform practices and hacking processes.\"},{\"question\":\"What key findings highlight about youth agency and platform-algorithm effects?\",\"answer\":\"Youth agency is actively present as participants reshape algorithmic processes and subvert platform business models, while the study also shows reciprocal effects that narrow educational goals and align youths’ identities with algorithmic identity on platforms.\"}]","Grounded critical digital literacies: Youth countering algorithmic and platform power in school and everyday life | PDF",391]