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Data models are foundational to the creation of data and any data-driven system. Every algorithm, ML model, statistical model, and database depends on a data model to function. As such, data models are rich sites for examining the material, social, and political conditions shaping technical systems. Inspired by literary criticism, we propose close readings of data models—treating them as artifacts to be analyzed like texts. This practice highlights the materiality, genealogy, techne, closure, and design of data systems. While literary theory teaches that no single reading is “correct,” systematic guidance is vital—especially for those in computing and data science, where sociopolitical dimensions are often overlooked. To address this gap, we introduce the CREDAL methodology for close readings of data models. We describe its iterative development and share results from a qualitative evaluation, demonstrating its usability and value for critical data studies. 

We present ONION, a multi-layered framework for participatory Entity-Relationship (ER) modeling that integrates insights from design justice, participatory AI, and conceptual modeling. ONION introduces a five-stage methodology: Observe, Nurture, Integrate, Optimize, Normalize. It supports progressive abstraction from unstructured stakeholder input to structured ER diagrams. Our approach aims to reduce designer bias, promote inclusive participation, and increase transparency through the modeling process. We evaluate ONION through real-world workshops focused on sociotechnical systems in Ukraine, highlighting how diverse stakeholder engagement leads to richer data models and deeper mutual understanding. Early results demonstrate ONION ’s potential to host diversity in early-stage data modeling. We conclude with lessons learned, limitations and challenges involved in scaling and refining the framework for broader adoption. 

Responsible AI (RAI) is the science and practice of ensuring the design, development, use, and oversight of AI are socially sustainable---benefiting diverse stakeholders while controlling the risks. Achieving this goal requires active engagement and participation from the broader public. This paper introduces We are AI: Taking Control of Technology, a public education course that brings the topics of AI and RAI to the general audience in a peer-learning setting. We outline the goals behind the course's development, discuss the multi-year iterative process that shaped its creation, and summarize its content. We also discuss two offerings of We are AI to an active and engaged group of librarians and professional staff at New York University, highlighting successes and areas for improvement. The course materials, including a multilingual comic book series by the same name, are publicly available and can be used independently. By sharing our experience in creating and teaching We are AI, we aim to introduce these resources to the community of AI educators, researchers, and practitioners, supporting their public education efforts. 

Concerns about the risks and harms posed by artificial intelligence (AI) have resulted in significant study into algorithmic transparency, giving rise to a sub-field known as Explainable AI (XAI). Unfortunately, despite a decade of development in XAI, an existential challenge remains: progress in research has not been fully translated into the actual implementation of algorithmic transparency by organizations. In this work, we test an approach for addressing the challenge by creating transparency advocates, or motivated individuals within organizations who drive a ground-up cultural shift towards improved algorithmic transparency.Over several years, we created an open-source educational workshop on algorithmic transparency and advocacy. We delivered the workshop to professionals across two separate domains to improve their algorithmic transparency literacy and willingness to advocate for change. In the weeks following the workshop, participants applied what they learned, such as speaking up for algorithmic transparency at an organization-wide AI strategy meeting. We also make two broader observations: first, advocacy is not a monolith and can be broken down into different levels. Second, individuals' willingness for advocacy is affected by their professional field. For example, news and media professionals may be more likely to advocate for algorithmic transparency than those working at technology start-ups. 

In this demonstration, we present a comprehensive software library for model auditing and responsible model selection, called Virny, along with an interactive tool called VirnyView. Our library is modular and extensible, it implements a rich set of performance and fairness metrics, including novel metrics that quantify and compare model stability and uncertainty, and enables performance analysis based on multiple sensitive attributes, and their intersections. The Virny library and the VirnyView tool are available at https://github.com/DataResponsibly/Virny and https://r-ai.co/VirnyView. 

Algorithmic recourse, or providing recommendations to individuals who receive an unfavorable outcome from an algorithmic system on how they can take action and change that outcome, is an important tool for giving individuals agency against algorithmic decision systems. Unfortunately, research on algorithmic recourse faces a fundamental challenge: there are no publicly available datasets on algorithmic recourse. In this work, we begin to explore a solution to this challenge by creating an agent-based simulation called The Game of Recourse (an homage to Conway's Game of Life) to synthesize realistic algorithmic recourse data. We designed The Game of Recourse with a focus on reliability and fairness, two areas of critical importance in socio-technical systems. 

Database queries are often used to select and rank items as decision support for many applications. As automated decision-making tools become more prevalent, there is a growing recognition of the need to diversify their outcomes. In this paper, we define and study the problem of modifying the selection conditions of an ORDER BY query so that the result of the modified query closely fits some user-defined notion of diversity while simultaneously maintaining the intent of the original query. We show the hardness of this problem and propose a mixed-integer linear programming (MILP) based solution. We further present optimizations designed to enhance the scalability and applicability of the solution in real-life scenarios. We investigate the performance characteristics of our algorithm and show its efficiency and the usefulness of our optimizations. 

Concerns about the risks posed by artificial intelligence (AI) have resulted in growing interest in algorithmic transparency. While algorithmic transparency is well-studied, there is evidence that many organizations do not value implementing transparency. In this case study, we test a ground-up approach to ensuring better real-world algorithmic transparency by creating transparency influencers — motivated individuals within organizations who advocate for transparency. We held an interactive online workshop on algorithmic transparency and advocacy for 15 professionals from news, media, and journalism. We reflect on workshop design choices and presents insights from participant interviews. We found positive evidence for our approach: In the days following the workshop, three participants had done pro-transparency advocacy. Notably, one of them advocated for algorithmic transparency at an organization-wide AI strategy meeting. In the words of a participant: “if you are questioning whether or not you need to tell people [about AI], you need to tell people.” 

The need for citizens to better understand the ethical and social challenges of algorithmic systems has led to a rapid proliferation of AI literacy initiatives. After reviewing the literature on AI literacy projects, we found that most educational practices in this area are based on teaching programming fundamentals, primarily to K-12 students. This leaves out citizens and those who are primarily interested in understanding the implications of automated decision- making systems, rather than in learning to code. To address these gaps, this article explores the methodological contributions of responsible AI education practices that focus first on stakeholders when designing learning experiences for different audiences and contexts. The article examines the weaknesses identified in current AI literacy projects, explains the stakeholder-first approach, and analyzes several responsible AI education case studies, to illustrate how such an approach can help overcome the aforementioned limitations. The results suggest that the stakeholder-first approach allows to address audiences beyond the usual ones in the field of AI literacy, and to incorporate new content and methodologies depending on the needs of the respective audiences, thus opening new avenues for teaching and research in the field.