Abstract
This paper describes adolescent students' uses of new communication media to create digital stories documenting their understandings of social issues they face in their own lives and within the larger society. I show how in a learning environment organized around multiple forms of mediation, these communication practices help promote agency, literacy and identity development in youth from historically marginalized backgrounds, whose life stories and views of their social worlds might otherwise not be communicated. The students transformed their understandings of social issues and gained a collective, critical consciousness about the steps needed to redefine and reconstitute social problems for social action and change.
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