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This article explores the relationship between critical literacy practice, digital media production, and civic agency in the Council of Youth Research, a youth participatory action research program in which Los Angeles high school students conduct research and create dynamic, multimedia presentations as leaders of a growing youth movement for educational justice. We examine theories of critical literacy to articulate a vision of literacy that is tied to societal power structures for the purpose of personal and social transformation. In order to bring critical literacy theory into practice, we explore the ways in which critical pedagogy and participatory digital literacies structure the work of the Council. We use ethnography of communication and visual sociology to analyze literacy events from 1 year of the Council's work to highlight ways in which student digital literacy production manifested powerful civic agency. We conclude by discussing the implications of this work for classrooms and further grounded research in pedagogies of participatory media.
Garcia et al. (Wed,) studied this question.