“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Dominique Skye McDaniel
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引用次数: 0

Abstract

This paper explores the social media literacies of Dakari, a 16-year-old Black teen reader, writer, and activist, within a broader 3-month multi-case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.

"他们真大胆,以为我想等长大了再做自己喜欢的事"一个青少年在网上的行动主义和公民参与
本文在为期 3 个月的多元化青少年网络文学多案例研究中,探讨了 16 岁的黑人青少年读者、作家和活动家 Dakari 的社交媒体文学素养。研究重点是 Dakari 与社会正义活动和公民参与相关的多模态读写实践。这项研究强调了社交媒体平台如何增强青少年的能力,像 Dakari 这样的青少年就是利用这些平台影响文化、实践批判性读写能力和建立公民身份的典范。通过对 Dakari 案例的研究,我们发现了三个关键主题:(1) 解决系统性种族主义问题;(2) 作为内容创作者推动变革;(3) 挑战 "必须等到成年才能有所作为 "的观念。这项研究强调了有色人种青少年社交媒体素养的变革潜力,建议重新认识教育者的角色,承认并尊重青少年的网络素养,同时促进青少年的身份认同和政治参与。当务之急是在数字时代重塑促进正义和社会变革的教学方法。这包括支持学生的读写能力发展,承认青少年在社交媒体语境中的及时语言和读写能力。
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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