ABSTRACT

This study examines critical digital literacy practices among 390 Black girls, ages 13–17. Through a data sharing initiative with a community organization, we conducted a qualitative analysis of 3120 narrative responses describing their views of technology. Grounded in Black feminist epistemologies, our study found that the girls reconciled their views of technology with their existing standpoints and desires for social change. Our findings highlight how Black girls leverage technologies to account for their ways of knowing and existing in the world, including using technology to author activist identities and express feelings of agency. Our findings challenge researchers and educators to expand their understanding of critical digital literacy in ways that honor Black girls’ complex experiences and existing practices.

摘要

这项研究调查了390名13-17岁的黑人女孩的关键数字素养实践。通过与社区组织的数据共享计划，我们对3120种叙述性回应进行了定性分析，描述了他们对技术的看法。我们的研究以黑人女性主义认识论为基础，发现这些女孩将他们对技术的看法与他们现有的立场和对社会变革的渴望进行了调和。我们的发现强调了黑人女孩如何利用技术来说明自己的知识和在世界上的存在方式，包括使用技术创作激进主义者的身份并表达代理感。我们的发现挑战研究人员和教育工作者以尊重黑人女孩的复杂经验和现有做法的方式扩大对关键数字素养的理解。