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This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.

The purpose of this paper is to test the effect that anthropomorphic framing (i.e. robot vs automatic machine) has on consumers’ responses in case of service failure. Specifically, the authors hypothesize that consumers hold an unconscious association between the word “robot” and agency and that the higher agency attributed to self-service machines framed as robots (vs automatic machines) leads, in turn, to a more positive service evaluation in case of service failure.

The authors have conducted four experimental studies to test the framework presented in this paper. In Studies 1a and 1b, the authors used an Implicit Association Test to test for the unconscious association held by consumers about robots as being intelligent machines (i.e. agency). In Studies 2 and 3, the authors tested the effect that framing technology as robots (vs automatic machines) has on consumers’ responses to service failure using two online experiments across different consumption contexts (hotel, restaurant) and using different dependent variables (service evaluation, satisfaction and word-of-mouth).

The authors show that consumers evaluate more positively a service failure involving a self-service technology framed as a robot rather than one framed as an automatic machine. They provide evidence that this effect is driven by higher perceptions of agency and that the association between technology and agency held by consumers is an unconscious one.

This paper investigates a novel driver of consumers’ perception of agency of technology, namely, how the technology is framed. Moreover, this study sheds light on consumers’ responses to technology’s service failure.

This chapter came about, after five years of working with the Ngadjuri community on speculative student cultural centre designs. Ideation for those conversations and studio-based interactions, in addition to time and cultural tours spent on Country, revealed a variety of opinions and hopes that exist within the Ngadjuri community for a place to celebrate their cultural heritage. This heritage has an incredible history, and the idea of a cultural centre has been topical since the late Uncle Vince Copley Senior worked with other Ngadjuri community members such as Robert Rigney, on Country and in an advocacy role for Ngadjuri more than 30 years ago. This series of yarnings from a two-part transcription process re-awakens those desires of Elders now passed. The transcriptions are complemented with literature around yarning as a research methodology that delivers current, immediate, and insightful personal thoughts, although only as personal as the lead yarner wishes to share. In addition, the literature contextualises the key themes of which the yarnings divulge. Research has indicated how yarning interactions and interrelationships create a unique dynamic between the researcher and the community members. It is these rich experiences where knowledge is shared in a two-way exchange that is noteworthy for the galleries, libraries, archives, and museums [GLAM] sector. GLAM sector priorities must implement policy to pursue future Indigenisation of their epistemological methods and ontological systems. To address any future data curation of Ngadjuri cultural heritage materials on Country or in GLAM, hearing the personal stories and desires seemed timely and necessary.

This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.

In this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.

Quantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.

All data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.

This study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.

The ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.

This chapter demonstrates the ways in which digital inclusion functions as a super social determinant of health, particularly within the arena of family carework and healthcare for vulnerable disabled US communities. The focus on vulnerable populations, including the elderly, chronically ill, young disabled, neurodivergent, and/or medically complex children and the families that care for them, is a useful case to present a compelling argument for the need to take seriously digital inclusion to maximize health, safety, and well-being for growing populations of Americans today. The authors argue that digital inclusion is an increasingly influential social determinant of health and a key dimension of health equity that offers important benefits and potentials, especially for vulnerable patient populations, for whom in-home and family-centered care are necessary parts of health maintenance, prevention, and well-being. The chapter ends with a discussion of ways that the US government can mitigate digital barriers and facilitate equitable access to broadband internet and e-health resources that address the intersections of digital, health, and care inequalities, with significant impacts in all three dimensions.

This study explores how chatbot gender and symbolic service recovery may improve the satisfaction of angry customers in the context of service failures. It provides a strategy for companies to deploy chatbots effectively in customer anger.

This research relies upon a systematic literature review to propose three hypotheses, and we recruit 826 participants to examine the effect of chatbot gender on angry customers through one lab study and one field study.

This research shows that female chatbots are more likely to increase the satisfaction of angry customers than male chatbots in service failure scenarios. In addition, symbolic recovery (apology vs. appreciation) moderates the effect of chatbot gender on angry customers. Specifically, male (vs. female) chatbots are more effective in increasing the satisfaction of angry customers when using the apology method, whereas female (vs. male) chatbots are more effective when using the appreciation method.

The rapid advancements in artificial intelligence technology have significantly enhanced the effectiveness of chatbots as virtual agents in the field of interactive marketing. Previous research has concluded that chatbots can reduce negative customer feedback following a service failure. However, these studies have primarily focused on the level of chatbot anthropomorphism and the design of conversational texts, rather than the gender of chatbots. Therefore, this study aims to bridge that gap by examining the effect of chatbot gender on customer feedback, specifically focusing on angry customers following service failures.