Journal of Digital and Media Literacy

The articles in this edition examine how in- and out-of-school experiences can help young people learn to use their voices to influence social change. We see these concerns as central to what it means to foster digital citizenship and media literacy in the twenty-first century.

This article explores and contrasts the distinct “voice” versus “entrepreneurial” discourse in digital and media literacy education.

Not all forms of digital media participation are equal. The media practices of black and Hispanic teens are influenced by race/ethnicity, class, and schooling.

Based on a research with national organizers, this article explores the “transformative media organizing” approach for youth participants and their communities.

How has digital culture motivated colleges and universities to shift the way knowledge gets applied (and to whom) and transformed how they understand their responsibility to educate?

Based on high school teachers’ work on a participatory academic platform, this paper provides a conceptual framework for educators in the digital age.

Drawing on ethnographic research with minority youth in Austin, TX, this paper provides a grounded analysis of the limitations and opportunities in after-school, cinematic arts programs.

This case study illustrates the success and struggles of educators are they work to spark youth interest in civic engagement and classroom-based learning.

The data here offers insights into the online models of good dialogue youth aspire to, the moves and tactics they adopt, and the supports (or lack thereof) at their disposal.