ABSTRACT
Youth participants completed critical memetic analysis of a variety of memes facilitated by trained tutors using the instructional strategy Text, Audience, Purpose. Youth participants centered their own valued knowledge by leveraging literacy practices that resisted scripted questions and teacher-dictated pacing—suggesting a need for adaptable rather than prescriptive virtual instruction. In particular, adaptable language and instruction that centers youth identities and linguistic knowledge. Additionally, youth self-identified their most meaningful growth came from examining different racialized and politicized audiences’ responses to memetic texts through design and word-level analysis.
