ABSTRACT
This chapter examines how diverse youth in a senior English class critically analyze self-selected memes. Young BIPOC men brought together critical literacies with analytic tools such as English disciplinary close reading (Eagleton, 2013), “Big D” Discourses, and fandom participation structures. This analysis of youth interpreting memes around the texts they love provides directions for how teachers can support students in using memes to conduct language study and/or rhetorical analysis that is meaningful for youths’ own goals and purposes.
