This preregistration presents the study “Establishing and negotiating written norms in youth literacy practices”, a phd-project run by Kirsti Lunde, Western Norway University of Applied Sciences and affiliated member of the project Multilectal Literacy in Education (Høgskulen på Vestlandet, u. å.). The focus of the preregistration is the data material, the data collecting methods and the ethical considerations involved in the project. **Research questions** The main question of this study is: What are the characteristics of written norms of Norwegian youth in digital networked writing and school writing, and how are these written norms negotiated and established? To answer this, I will investigate three research questions (RQ) 1. What are the characteristics of the written norms of Norwegian youth in digital networked writing and school writing? 2. What are the beliefs of teachers in Norwegian as L1 about (youth) written norms? 3. What do Norwegian youth base their linguistic choices in digital networked writing and school writing on? **Theoretical and methodological approach** The main theoretical and methodological approach is linguistic ethnography. Linguistic ethnography is interested in the possible connections between the use of language and social contexts, seeing language as a local practice embedded in communication cultures and overarching social structures (Copland&Creese, 2015; Stæhr, 2018). The main goal of the project is to investigate both individual and local language practices, as well as collective norms for social interaction. For RQ 1 and 3, the data consist of three types of texts: private texts written outside of the school context, texts written as school assignments, and interviews with writers and teachers. The private texts are messages from chat apps or platforms like Snapchat and WhatsApp. I will collect these texts through donations from the participants, further described below under ethical considerations and in the procedure found in ‘Files’. The texts written as school assignments will be collected as portfolios through cooperation with the teachers. Furthermore, I will conduct reconstructing focus group interviews with a strategical sample of the adolescents about text excerpts from the text material. For RQ 2, the data consists of two focus group interviews with the teachers of the participants. I will conduct one interview with the teachers about norms in written language, and one interview about text excerpts from the text material. **Ethical considerations** For RQ 1 and 3, the participants in this project are adolescents under age 16. Collecting private chat messages from persons unable to give consent to participate in research themselves, evokes several ethical issues. As the project does not investigate special categories of (sensitive) personal information or health information, the private texts are not considered to be sensitive data (material?) according to the classification system and Norwegian Centre for Research Data and HVL (Sikt, u.å.; HVL, 2021, 29.11; HVL, 22.12). Nevertheless, the ethics involved in research go far beyond the classification of the sensitive information in the material. When allowed a glimpse into an otherwise hidden and private part of a child’s life, the researcher must act respectfully and safely to minimize the potential risk of participating in the project. In operationalizing the ethical considerations into a safe and practical procedure for collecting private texts from minors, I’ve built on work from Berman (2016), which is a part of the international research project called Global Kids Online. For children under the age of 16 to participate in research, consent is needed from both the children themselves as well as their parents. Before conducting any data collection, the parents receive information about the research project and can consent to participate, or not participate, together with their children. It should be noted that it is hard for the researcher to know how informed the child is about what participating in the projects involves. Hence, in addition to the written consent from parents and children, I will give the participant several chances to give consent and assent during the data collection: Initially, the participants give a second written consent before donating texts, and then an oral assent to participating before the collection starts. They also give assent after reading the donated material, and at the end of the procedure, assent to the use of anonymized excerpts from the texts in publications. There are specialized apps for collecting photos or screenshots as data material, for instance, the app Nettskjema-bilde, developed by the University of Oslo (Universitetet i Oslo, 2021, 02.11). Although an app is effective and safe, access to the app is limited and expensive. Collecting the material by taking screenshots of the text messages is both work and time-demanding but have several advantages as well. The method is less invasive in the participants’ lives because they don’t have to prepare anything before participating, and more secure for the researchers who are less dependent on the cooperation from participants and parents, and less dependent on the apps working as anticipated. The method also embeds giving consent as a part of the procedure itself: The participants donate texts by taking screenshots of the messages they would like to share. The physical repeating act of taking screenshots in the presence of the researchers is a reminder that they are sharing something private. It also offers the participant an opportunity to ask questions if they are unsure about what to donate. When it comes to privacy and sensitive information, it is important to understand what is private to a child. The Norwegian Agency for Shared Services in Education and Research (www.sikt.no), which gives advice about handling data according to privacy rules and regulations, has certain criteria for what is considered sensitive information, for instance information about ethnicity or ideological beliefs. I do not plan to collect any messages containing such information, and the participants will be informed about what type of information that is and about not sharing such messages before donating. However, the criteria for what is considered sensitive should also be negotiated with the participants, making them aware of other topics that might private or sensitive to them, and the subsequent exclusion of messages about these topics. Since the text material is private messages, third-party issues are involved in the data collection. To limit these issues, I will only collect messages between adolescents that have given consent to participate in the project. Furthermore, the persons participating in the chat messages need to give specific third-party approval for the use of the donated material. This requires the researcher to collect assent from everybody involved in the text messages to the use of the messages, both in research and in publications, after collecting the text messages. Securely storing the data is also a part of the ethical considerations. The donation and the storage of the data will follow the guidelines for handling research material of my institution, Western Norway University of Applied Sciences (HVL, 2021, 29.11). After collection, the material will be anonymized and used with care in publications. Bakkevoll and Somby (2022) argue that also linguistic features could be enough to identify an individual, so the researcher must be mindful of how many, and which quotes to use from one participant. These ethical considerations are operationalized in the procedure for data collection of private texts, which can be found under ‘Files’. **Literature** Agha, A. (2007). Language and Social Relations. Cambridge University Press. https://doi.org/10.1017/CBO9780511618284 Androutsopoulos, J. (2011). From Variation to Heteroglossia in the Study of Computer-Mediated Discourse. I C. Thurlow og K. Mroczek (Red.), Digital Discourse: Language in the New Media (s. 277-298). Oxford University Press. Bakkevoll, G. H. og Somby, A.-M. (2022). Forskingsetiske normer og juridiske rammer i norsk språkforsking med data frå sosiale medium. Norsk lingvistisk tidsskrift, 39(2), 369-398. http://ojs.novus.no/index.php/NLT/article/view/2019 Berman, G. (2016). Ethical considerations for research with children. Global Kids Online. http://www.globalkidsonline.net/ethics Copland, F. og Creese, A. (Red.). (2015). Linguistic Ethnography: Collecting, analysing and presenting Data. SAGE. Folkvord, M. S. (2020). Normer i et ikke-normert skriftspråk – en studie av talemålsnær skriving på Facebook Messenger blant trondheimere [Masteroppgåve, Universitetet i Bergen]. Bergen. Høgskulen på Vestlandet. (2021, 29.11.). Guide for å behandle forskningsdata. Høgskulen på Vestlandet. https://www.hvl.no/forsking/forskingsetikk/retningslinjer/guide-for-a-behandle-forskningsdata/ Høgskulen på Vestlandet. (u.å.). Multilectal Literacy in Education. Høgskulen på Vestlandet. https://www.hvl.no/en/multilit Høgskulen på Vestlandet. (2021, 22.12). Retningslinjer for behandling av personopplysninger og helseforskningsdata. Høgskulen på Vestlandet. https://www.hvl.no/forsking/forskingsetikk/retningslinjer/ Røyneland, U. og Vangsnes, Ø. A. (2020). Joina du kino imårgå? Ungdommars dialektskriving på sosiale medium. Oslo Studies in Language, 11(Bauta: Janne Bondi Johannessen in memoriam), 357-392. https://doi.org/10.5617/osla.8508 Sebba, M. (2007). Spelling and Society. The culture and politics of orthography around the world. Cambridge University Press. Sikt. (u.å.). Sikt – Kunnskapssektorens tjenesteleverandør. Sikt. https://sikt.no/ Strand, S. E. (2018). «Hvis æ skriv bokmål te nån av trondheimsvennan mine så får æ kjeft for at æ har blitt så fin» En sosiolingvistisk studie av språkbruk på Messenger [Masteroppgåve, NTNU]. Trondheim. http://hdl.handle.net/11250/2563632 Stæhr, A. (2014). Social media and everyday language use among Copenhagen youth [Doktorgrad, University of Copenhagen]. https://static-curis.ku.dk/portal/files/122495013/Ph.d._2014_Staehr.pdf Stæhr, A. (2018). Sproglig etnografi - Sociale medier og kommunikativ refleksivitet. I A. C. Stæhr og K. K. Mortensen (Red.), Sociale medier og sprog. Analytiske tilgange. Samfundslitteratur. Universitetet i Oslo. (2021, 02.11.). Nettskjema-bilde-appen. https://www.uio.no/tjenester/it/adm app/nettskjema/hjelp/fortroligedata-bilde.html