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Award ID contains: 2415872

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  1. ; ; ; ; ; ; ; (, Springer Nature Switzerland)
    A goal of the AIED community is to create equitable systems; yet, we lack a cohesive viewpoint on how to do so. In the present work, we propose power as this organizing principle. We utilize the data feminism framework to showcase how we might balance power, focusing on learner engagement. We utilize multimodal data from ten middle school girls in a virtual computer science camp to discuss how the AIED community might create systems of equity that support all learners. 
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    Free, publicly-accessible full text available July 20, 2026
  2. ; ; ; ; ; ; ; (, Proceedings of the 19th International Conference of the Learning Sciences)
    Critical AI literacy enables understanding of the limitations of AI. In this work, we investigated how Black girls (N=11, ages 9-12) critically engaged with generative AI (genAI) through exploring ChatGPT’s limitations. Learners used various approaches and leveraged their funds of knowledge (e.g., knowledge of pop culture) to investigate where genAI did not perform satisfactorily. We discuss how taking an asset-based approach can support critical AI literacy. 
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    Free, publicly-accessible full text available June 9, 2026