Social media sites are where life happens for many of today's young people, so it is important to teach them to use these sites safely and effectively. Many youth receive classroom education on digital literacy topics, but have few chances to build actual skills. Social Media TestDrive, an interactive social media simulation, fills a gap in digital literacy education by combining experiential learning in a realistic and safe social media environment with educator-facilitated classroom lessons. The tool was piloted with 12 educators and over 200 students, and formative evaluation data suggest that TestDrive achieved high levels of engagement with both groups. Students reported the modules enhanced their understanding of digital citizenship issues, and educators noted that students were engaging in meaningful classroom conversations. Finally, we discuss the importance of involving multiple stakeholder groups (e.g., researchers, youth, educators, curriculum developers) in designing educational technology.

Designing technical systems to be resistant to bias and discrimination represents vital new terrain for researchers, policymakers, and the anti-discrimination project more broadly. We consider bias and discrimination in the context of popular online dating and hookup platforms in the United States, which we call intimate platforms. Drawing on work in social-justice-oriented and Queer HCI, we review design features of popular intimate platforms and their potential role in exacerbating or mitigating interpersonal bias. We argue that focusing on platform design can reveal opportunities to reshape troubling patterns of intimate contact without overriding users' decisional autonomy. We identify and address the difficult ethical questions that nevertheless come along with such intervention, while urging the social computing community to engage more deeply with issues of bias, discrimination, and exclusion in the study and design of intimate platforms.