Teenagers regularly use social media to connect and share information with peers. While much existing research focuses on the adverse impacts of social media on teens’ privacy and well-being, little research has examined how teens’ privacy could be strengthened through participating in online peer communities. Through a qualitative analysis of conversations in two teen-oriented communities on Reddit and Discord, we explore how teens leverage storytelling and conversations with peers to unpack privacy dilemmas in their lives. Our findings highlight the potential of these online interactions to help teens cope with privacy violations, make sense of complex social matters, and nurture their sense of agency. We recommend platform design directions to explore the implications of collective sensemaking in peer-driven online contexts, and call for a broader conceptualization of youth privacy and research on privacy literacy.

The availability of high-resolution remote sensing images provides rich geographical and environmental insights but also presents challenges due to complex spatial distributions and diverse semantics. To address the challenge of insufficient fine-grained semantic understanding in change description models for remote sensing images, we introduce a novel framework combining Global Semantic Extraction (GSE) and Adaptive Cross-Semantic Learning (ACSL) to enhance change captioning. The framework includes components: (1) GSE for global scene understanding; (2) ACSL to refine feature interactions and distinguish meaningful changes from irrelevant variations; and (3) a multi-layer Transformer decoder that dynamically generates accurate, context-aware change descriptions. Evaluation on the Dubai-CC and LEVIR-CC datasets shows the framework outperforms current methods, offering a more adaptive and precise solution for remote sensing change captioning.

The process of learning research methods is complex, often propelling students to shift their worldviews as they work to understand concepts and develop skills. We argue that a pedagogy of ungrading, which eschews points-based grading for feedback-based assessment, is well suited to helping students shift their worldviews because it centers engagement over measuring outcomes. We-a faculty instructor and five PhD students-present this experience report detailing the design and implementation of ungrading in a graduate qualitative research methods course in an informatics PhD program. We explain the course design and present self-reflections that illustrate how a pedagogy of ungrading facilitated meaningful learning experiences among students whose research interests span the epistemological and methodological spectrum.