As AI and data systems often falter when encountering queer identities and knowledge, reinforcing existing oppressions, queer people have resisted such systems and their normalizing tendencies. This pictorial explores tactics of queering AI through a collaborative zine-making project (i.e. zineography) that challenges generative AI and data systems. We share how we workshopped and materialized queering tactics in zine spreads; analyzed these spreads according to materials, content, and tone; and visualized our analysis as thematic collages. We contribute: (1) tangible characteristics of queering AI and data systems (i.e. materials, tones, and aesthetics); and (2) design opportunities for using zineographies as a radical method for building and collectively sharing knowledge about a marginalized community, including recommendations for enacting queer zineographies. By materializing queering tactics through zine-making, we invite embodied, action-oriented critiques that question dominant techno-solutionist movements and trace queer possibilities outside of their normalizing narratives.

Computing education is often confined to the context of formal education or after-school programs; however, there is a growing industry built around adult education, including workshops, coding intensives, online learning, and apprenticeship programs. Amidst these efforts, little research has explored the workplace as a site for novice adult learners to develop computing skills. In this experience report, we present an integrated training curriculum for adults at DataWorks, an organization that trains and employs novice adults from groups historically underrepresented in computing who seek to advance their career through on-the-job learning. ''Data Fellows'' are hired to complete client projects by providing data services for local organizations, nonprofits, and businesses. Training is integrated into employees' weekly responsibilities at DataWorks, and the curriculum consists of four modules: Microsoft Excel, Critical Data Literacy, Python Fundamentals, and Career Development. In this report, we reflect holistically on the evolution of the curriculum over three years. We distill our reflection into insights to inform other integrated training programs that aim to equip novice adults with computing skills in the workplace.

It's no secret that AI systems come with a significant environmental cost. This raises the question: What are the roles and responsibilities of computing professionals regarding the sustainability of AI? Informed by a year-long informal literature review on the subject, we employ stakeholder identification, analysis, and mapping to highlight the complex and interconnected roles that five major stakeholder groups (industry, practitioners, regulatory, advocacy, and the general public) play in the sustainability of AI. Swapping the traditional final step of stakeholder methods (stakeholder engagement) for entanglement, we demonstrate the inherent entwinement of choices made with regard to the development and maintenance of AI systems and the people who impact (or are impacted by) these choices. This entanglement should be understood as a system of human and non-human agents, with the implications of each choice ricocheting into the use of natural resources and climate implications. We argue that computing professionals (AI-focused or not) may belong to multiple stakeholder groups, and that we all have multiple roles to play in the sustainability of AI. Further, we argue that the nature of regulation in this domain will look unlike others in environmental preservation (e.g., legislation around water contaminants). As a result, we call for ongoing, flexible bodies and policies to move towards the regulation of AI from a sustainability angle, as well as suggest ways in which individual computing professionals can contribute to fighting the environmental and climate effects of AI.

Fairness in AI and ML systems is increasingly linked to the proper treatment and recognition of data workers involved in training dataset development. Yet, those who collect and annotate the data, and thus have the most intimate knowledge of its development, are often excluded from critical discussions. This exclusion prevents data annotators, who are domain experts, from contributing effectively to dataset contextualization. Our investigation into the hiring and engagement practices of 52 data work requesters on platforms like Amazon Mechanical Turk reveals a gap: requesters frequently hold naive or unchallenged notions of worker identities and capabilities and rely on ad-hoc qualification tasks that fail to respect the workers’ expertise. These practices not only undermine the quality of data but also the ethical standards of AI development. To rectify these issues, we advocate for policy changes to enhance how data annotation tasks are designed and managed and to ensure data workers are treated with the respect they deserve.

Data work is often completed by crowdworkers, who are routinely dehumanized, disempowered, and sidelined. We turn to citizen science to reimagine data work, highlighting collaborative relationships between citizen science project managers and volunteers. Though citizen science and traditional crowd work entail similar forms of data work, such as classifying or transcribing large data sets, citizen science relies on volunteer contributions rather than paid data work. We detail the work citizen science project managers did to shape volunteer experiences: aligning science goals, minimizing barriers to participation, engaging communities, communicating with volunteers, providing training and education, rewarding contributions, and reflecting on volunteer work. These management strategies created opportunities for meaningful work by cultivating intrinsic motivation and fostering collaborative work relationships but ultimately limited participation to specific data-related tasks. We recommend management tactics and task design strategies for creating meaningful work for "invisible collar" workers, an understudied class of labor in CSCW.

In this paper, we describe and reflect upon the development of critical consciousness and workplace democracy within an experimental workplace called DataWorks. Through DataWorks, we hire adults from communities historically minoritized in computing education and data careers, and train them in entry-level data skills developed through work on client projects. In this process, workers gain a range of skills. Some of these skills are technical, such as programming for data analysis; some are managerial, such as scoping and bidding projects; others are social, perhaps even political, such as the ability to say "No" to projects. In what follows, we describe a workshop series developed to build the workers' critical literacy and consciousness about their data work, specifically regarding the use of data in machine learning systems. After that, we describe a data project the workers questioned and resisted because they determined the work to be harmful. In that process, they demonstrated and enacted a critical consciousness towards data and machine learning. Reflecting on this enactment of data-focused critical consciousness, we identify themes that characterize a democratic workplace, describe the work of designing for organizational action and institutional relations, and discuss how worker and researcher positionality affects this work. In doing so, we argue for enabling workers to resist and refuse harmful data work and challenge the standard power structures of academic research and data work.

In highly developed countries where smartphones are both accessible and expected, why are some individuals still choosing to use dumbphones? Dumbphones, as an anachronistic (or, outdated) technology are an unusual choice when many government systems, business services, and interpersonal relationships make use of the diverse communication methods presented by smartphones. However, dumbphones are increasingly (re)adopted by individuals seeking, among other motivations, a low-distraction digital handset. We investigate the phenomenon of designer dumbphones, or newly developed dumbphones redesigned to meet the needs of dumbphone users, despite dumbphone-unfriendly current technical infrastructural. We report on the results of interviews with eight traditional dumbphone users, five designer dumbphone users, and two designer dumbphone developers. Our findings highlight both the impact of the digital disconnection movement and dumbphones as tools for mental and physical health, practicing religious devotion, and enacting political disaffiliation. Our analysis takes into account experiences of isolation during the COVID-19 pandemic, and the kinds of privilege needed to choose digital disconnection, along with the interpersonal complications that result from doing so. This work contributes to conversations around volitional technical (non)use and disputes the notion that increased communication leads to richer interpersonal interaction. As dumbphone (re)adoption begins to trend in popular media, our goal is to uncover potential sites of digital disconnection and understand how different groups of individuals might experience those sites.

We apply Lave & Wenger's construct of a community of practice to identify and position members of the data work community of practice, focusing on members on the periphery who have received less attention - as compared to full practitioners (e.g., data scientists). Reporting on results of interviews with 19 civic workers who perform data work as their main task, we identify an atypical relationship between subject-domain experts (such as our interviewees) and full members of the data work community. Our interviewees may have less computational skill in data work, but they have extensive and varied practices to engage in data contextualization that data scientists and other full community members could learn from. In identifying the attributes of data workers on the periphery, we also hope to call attention to the challenges they face in performing data work in low resources institutions (e.g., governmental, non-profit). Our findings contribute to the larger conversations in human-centered data science about who performs data work and how they go about it, in order to addresses questions of power, fairness, and bias in data-intensive systems.

In this paper, we describe and analyze a workshop developed for a work training program called DataWorks. In this workshop, data workers chose a topic of their interest, sourced and processed data on that topic, and used that data to create presentations. Drawing from discourses of data literacy; epistemic agency and lived experience; and critical race theory, we analyze the workshops’ activities and outcomes. Through this analysis, three themes emerge: the tensions between epistemic agency and the context of work, encountering the ordinariness of racism through data work, and understanding the personal as communal and intersectional. Finally, critical race theory also prompts us to consider the very notions of data literacy that undergird our workshop activities. From this analysis, we offer a series of suggestions for approaching designing data literacy activities, taking into account critical race theory.