ABSTRACT
Due to the pandemic, more educators and families use digital and online resources and rely on websites, online blogs and message boards, and social media for advice and recommendations for digital technology. At the same time, scholars who center on Black Feminist theory have revealed embedded biases and systemic marginalization in digital centers of knowledge production and search engine systems. This chapter uses an autoethnographic study to describe how these biases and marginalization impacted the identification and collection of online sources that offer recommendations for children’s apps. Specifically, this study searched for online publications that center on the interests of communities that are marginalized based on race, ethnicity, and gender. This chapter presents the authors’ process of identifying these publications and websites; challenges that emerged due to the embedded structural power; and solutions generated in response to these challenges. The chapter concludes with suggestions for researchers and recommendations for media literacy education programs.
