This presentation will focus on the analytical work with data collected from upper secondary school students’ collaborative writing processes and practices with GenAI during a one-day- event designed by teachers as a Futures Day 2024 (cf. Lindberg & Haglind, 2024). Students in the Swedish technology programme were instructed to create stories about futures and technologies, using AI tools for text and image creation. They started their writing process by discussing the plot, setting, and main characters with their peers. AI tools were then used to generate texts and images. In this stage, texts were rewritten, and prompts were tweaked to generate texts and images corresponding to what the students had in mind. Screen recordings, sayings, and doings in four student groups were collected during the Futures Day. Based on the data from two groups, and to contribute to L1 postdigital education, we attempt to theoretically discuss how to conceptualize and analyze algorithmic authorships (Henrickson, 2021). Doing so, we draw on poststructuralist and postmodernist scholarships, specifically diffractive thinking (Barad, 2007), that deconstructs relationality to observe the co-establishment of (identity) positions while underscoring situations of reduction and assimilation that erases difference (Haraway, 2004). The concept of diffraction (Barad, 2014) targets differences as “a relation of differences within” that may come together or rather diffract. Diffraction is engaged as a way of observing how practices and processes simultaneously diverge and converge in collaborative writing with AI tools.