Dominique Mcdaniel
Biographic Data
| ID | 4619801 |
|---|---|
| NAME | Dominique Mcdaniel |
| GIVEN NAMES | Dominique |
| FAMILY NAME | Mcdaniel |
| SIGNATURE | MCDANIEL D |
| AFFILIATIONS | Kennesaw State University Kennesaw Georgia USA |
| ORCID | 0000-0001-5184-6880 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Samirah X’s Sense of Audience
This article presents a critical account of one teen’s sense of audience as she enacted literacies on social media platforms and provides strategies that can inform the teaching of audience and purpose in ways responsive to teens’ digital literacies. Informed by case-study research and insights gained from interviewing, observing, and collecting digital artifacts, I discuss how Samirah X, a self-described teen actress and social justice advocate,…
Teen Activism and Civic Participation
This article examines the literacy practices among youth of color in social media spaces dedicated to activism and civic engagement. Drawing on a 3-month multicase qualitative online study, the author analyzed interviews, social media artifacts, and case narratives to uncover how teens leverage social media for social justice advocacy, with attention to their civic participation and identities. Findings reveal that youth utilize social media to a…
Bold of them to assume I want to wait until I'm older to do what I love
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, pr…
Toward Culturally Digitized Pedagogy
The article introduces and defines a theory of Culturally Digitized Pedagogy (CDP), an extension of asset pedagogies, namely culturally relevant and culturally sustaining pedagogies. The purpose of this framework is to add a critical lens for examining digital literacies and integrate culturally sustaining pedagogy principles with the reality of youth of Color's online lives. Research and practice need theories and pedagogies—such as youth digita…
Let Your Voice Lead You”
This study examines the use of critical community-building—using dialogue as a collective to support, listen to, ask questions, and assist each other in thinking in critical ways—to support resettled youths’ writing during a summer writing camp. Through encouraging the youth to use their home languages, by celebrating their cultures, honoring their experiences, and fostering peer relationships, we established a sense of community and a supportive…
Toward Culturally Digitized Pedagogy
The article introduces and defines a theory of Culturally Digitized Pedagogy (CDP), an extension of asset pedagogies, namely culturally relevant and culturally sustaining pedagogies. The purpose of this framework is to add a critical lens for examining digital literacies and integrate culturally sustaining pedagogy principles with the reality of youth of Color's online lives. Research and practice need theories and pedagogies—such as youth digita…
Let Your Voice Lead You”
This study examines the use of critical community-building—using dialogue as a collective to support, listen to, ask questions, and assist each other in thinking in critical ways—to support resettled youths’ writing during a summer writing camp. Through encouraging the youth to use their home languages, by celebrating their cultures, honoring their experiences, and fostering peer relationships, we established a sense of community and a supportive…
Bold of them to assume I want to wait until I'm older to do what I love
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, pr…
Toward Culturally Digitized Pedagogy
The article introduces and defines a theory of Culturally Digitized Pedagogy (CDP), an extension of asset pedagogies, namely culturally relevant and culturally sustaining pedagogies. The purpose of this framework is to add a critical lens for examining digital literacies and integrate culturally sustaining pedagogy principles with the reality of youth of Color's online lives. Research and practice need theories and pedagogies—such as youth digita…
Samirah X’s Sense of Audience
This article presents a critical account of one teen’s sense of audience as she enacted literacies on social media platforms and provides strategies that can inform the teaching of audience and purpose in ways responsive to teens’ digital literacies. Informed by case-study research and insights gained from interviewing, observing, and collecting digital artifacts, I discuss how Samirah X, a self-described teen actress and social justice advocate,…
Teen Activism and Civic Participation
This article examines the literacy practices among youth of color in social media spaces dedicated to activism and civic engagement. Drawing on a 3-month multicase qualitative online study, the author analyzed interviews, social media artifacts, and case narratives to uncover how teens leverage social media for social justice advocacy, with attention to their civic participation and identities. Findings reveal that youth utilize social media to a…
Psychology (5 works) · Sociology (5 works) · Political science (4 works) · Pedagogy (3 works) · Social Media and Politics (3 works) · Social Psychology (3 works) · Civic engagement (2 works) · Critical Race Theory in Education (2 works) · Educator Training and Historical Pedagogy (2 works) · Gender Studies (2 works)