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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. 

This work contributes to just and pro-social treatment of digital pieceworkers ("crowd collaborators") by reforming the handling of crowd-sourced labor in academic venues. With the rise in automation, crowd collaborators' treatment requires special consideration, as the system often dehumanizes crowd collaborators as components of the “crowd” [41]. Building off efforts to (proxy-)unionize crowd workers and facilitate employment protections on digital piecework platforms, we focus on employers: academic requesters sourcing machine learning (ML) training data. We propose a cover sheet to accompany submission of work that engages crowd collaborators for sourcing (or labeling) ML training data. The guidelines are based on existing calls from worker organizations (e.g., Dynamo [28]); professional data workers in an alternative digital piecework organization; and lived experience as requesters and workers on digital piecework platforms. We seek feedback on the cover sheet from the ACM community 

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 ofer a series of suggestions for approaching designing data literacy activities, taking into account critical race theory.