User-facing communication about privacy (e.g., privacy policies, privacy tools’ user interfaces) is frequently ignored and often ineffective. In contrast to these arguably staid interfaces, artworks often focus on provocation, engagement, and critical interpretation. For decades, artists have created privacy art—artistic media in galleries relating to the surveillance and privacy of individuals. What are artists saying about privacy, and how? Crucially, what lessons might they have for designing privacy-focused user interfaces? To this end, we compiled over 800 privacy artworks, qualitatively analyzing a sample. Common topics spanned artistic media (from paintings to immersive installations) and eras. Artworks built upon familiar concepts (e.g., cameras, homes) to speculate on society’s future and present personal information (e.g., artist, viewer, public). We discuss lessons for making non-artistic privacy communication more engaging and powerful through directing attention (e.g., lighting, collage) and setting a tone (e.g., unsettling, fun, mundane).

YouTube has become an important part of the educational ecosystem, with millions of viewers seeking informative videos and help with coursework. Educational YouTubers create this content, often balancing pedagogical rigor and entertainment value. However, creators need not only to promote their content to find viewers, but also to monetize. In this study, we explore the tensions educational YouTubers face when making monetized educational content. We conduct a qualitative interview study with 12 popular educational YouTubers about their monetization strategies, perceptions of YouTube's algorithmic promotion of their content, and conception of their audience. We find that educational YouTubers are largely driven by a desire to share free and high-quality educational content, and that common monetization strategies like sponsorships and clickbait sometimes interfere with this mission. We describe the careful strategies our participants use to maintain educational integrity while making a living on an algorithmically-driven platform. We then use these findings to draw parallels between YouTubers' challenges with monetizing educational content and the history of educational public broadcast in the United States, which has followed a similar trajectory. In closing, we offer several recommendations for supporting educational YouTubers in creating the high-quality, publicly accessible educational content that is appreciated by a worldwide audience.