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Brave Spaces for Postdigital Writing: Humanizing Digital Feedback in a Youth-Led Digital Literary Magazine

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Title: Brave Spaces for Postdigital Writing: Humanizing Digital Feedback in a Youth-Led Digital Literary Magazine
Language: English
Authors: Clara Abbott, Kalyn Jorgensen, Sunny Ajitabh, Basia Kaczmarek, Eunsoo Lee, Sarah Tarango
Source: Journal of Language and Literacy Education. 2026 22(1).
Availability: Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Periodicals, Humanization, Feedback (Response), Youth, Authors, Editing, Trust (Psychology), Accountability
ISSN: 1559-9035
Abstract: This practitioner inquiry examines how youth writers in a digital literary magazine create humanizing feedback relationships across multiple online platforms in a postdigital context. The authors, a doctoral student researcher and high-school and college co-researchers and writers, analyze our collaborative work as part of NOVA, a youth-led digital literary and arts magazine situated within a broader design-based research study on youth digital writing. In particular, we explore how our team of youth writers and editors developed "brave spaces" for constructive critique while collaborating across Discord, Zoom, Google Docs, Canva, and other digital platforms. As writers and members of NOVA ourselves, we used arts-based methods including digital moodboards, feedback narratives, and collaborative analysis of shared artifacts to reflect on our own digital feedback and community-building practices. We identify three interlocking practices that enabled trust-building across this asynchronous, crowdsourced collaboration: (1) iterative feedback that transforms across multiple modalities and audiences rather than occurring as a single event; (2) co-constructed agreements, exemplified by a shared Editorial Style Guide that establishes values and scaffolds for supportive critique; and (3) crowdsourced transparency that created collective accountability for maintaining ethical feedback practices. These practices enabled NOVA team members to play as magazine contributors and editors across multiple modes of engagement, while knowing we will be "safe" to share these expressions of ourselves and our lives with broader audiences. This work contributes to understanding how young people are developing new forms of supportive writerly relationships that prioritize mutual creative flourishing across dynamic, unbounded digital spaces.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1516799
Database: ERIC
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  Data: Brave Spaces for Postdigital Writing: Humanizing Digital Feedback in a Youth-Led Digital Literary Magazine
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  Data: Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
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  Data: This practitioner inquiry examines how youth writers in a digital literary magazine create humanizing feedback relationships across multiple online platforms in a postdigital context. The authors, a doctoral student researcher and high-school and college co-researchers and writers, analyze our collaborative work as part of NOVA, a youth-led digital literary and arts magazine situated within a broader design-based research study on youth digital writing. In particular, we explore how our team of youth writers and editors developed "brave spaces" for constructive critique while collaborating across Discord, Zoom, Google Docs, Canva, and other digital platforms. As writers and members of NOVA ourselves, we used arts-based methods including digital moodboards, feedback narratives, and collaborative analysis of shared artifacts to reflect on our own digital feedback and community-building practices. We identify three interlocking practices that enabled trust-building across this asynchronous, crowdsourced collaboration: (1) iterative feedback that transforms across multiple modalities and audiences rather than occurring as a single event; (2) co-constructed agreements, exemplified by a shared Editorial Style Guide that establishes values and scaffolds for supportive critique; and (3) crowdsourced transparency that created collective accountability for maintaining ethical feedback practices. These practices enabled NOVA team members to play as magazine contributors and editors across multiple modes of engagement, while knowing we will be "safe" to share these expressions of ourselves and our lives with broader audiences. This work contributes to understanding how young people are developing new forms of supportive writerly relationships that prioritize mutual creative flourishing across dynamic, unbounded digital spaces.
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      – Text: English
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