Dr. Dominique Skye McDaniel (she/her/hers) is an assistant professor of English Education in the Department of English at Kennesaw State University’s College of Humanities and Social Sciences. She received her Ph.D. in Educational Studies with a concentration in Teacher Education, and cognates in Literacy and English Education from the University of North Carolina at Greensboro in 2022 and is a former middle grades English/Language arts teacher in North Carolina. Dominique taught for ten years, most recently in middle grades language arts, and holds licensure certifications in Elementary Education, Middle Grades Language Arts, High School English, and Reading K-12. Dominique’s research focuses on adolescents' activism on social media, critical approaches to digital literacies, and justice-oriented teacher education. Her dissertation, #OnlineLiteraciesMatter: A multi-case study approach of Black and Brown youths' literacy practices in social media spaces was awarded the NCTE College Composition and Communication (CCC) 2023 James Berlin Memorial Outstanding Dissertation Award. Dominique's recent peer-reviewed scholarship can be found in Reading Research Quarterly, Journal of Adolescent & Adult Literacy, Journal of Language and Literacy Education, English Journal, among other leading journals. She also has published public-facing scholarly work in The Conversation, which has been republished in the Chicago Sun-Times.
Research interests:
Critical approaches to digital/multimodal literacies
Digital literacy practices of teens of Color
Teens of Color social media activism
Culturally Digitized Pedagogy
Justice-oriented teacher education; English Education
Experience
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–presentAssistant Professor of English Education, Kennesaw State University
Education
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2022UNC Greensboro, Ph.D. in Educational Studies with a concentration in Teacher Education (Cognates in Literacy and English Education)
Publications
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2024Tatum’s Social Media Activism as Multiliteracies: Connecting, Advocating, and Resisting Social Injustices, Journal of Language & Literacy Education
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2023Supporting justice-oriented English instruction through teens’ digital activist literacies, English Journal
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2022Community Voices: Resettled Youth Use Their Writing to Reposition Themselves, Literacy Research and Instruction
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2022#OnlineLiteraciesMatter: A multi-case study approach of Black and Brown youths' literacy practices in social media spaces, ProQuest Dissertations and Theses
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2021Writing for the Culture: Centering Marginalized Youth Perspectives on Their Writing Experiences, Writers Who Care
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2021Community Voices: Belonging Narratives of Youth Recently Arrived in the United States. In Faircloth, B. S., Gonzalez, L. M., & Ramos, K. (Eds.), Resisting Barriers to Belonging: Conceptual Critique and Critical Applications, Lexington Books
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2021Asking Teens about Their Writing Lives: The Writing Identity Work of Youth, Literacy Research and Instruction
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2021Beyond “Doing it for the Culture”: Centering Marginalized Youth Perspectives on their Literacy Experiences through Critical Race Counterstories, Fringes, The North Carolina English Teachers’ Association Journal
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2021Let Your Voice Lead You”: Critical Community-Building to Support the Writing of Recently Resettled Youth, Multicultural Perspectives
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2018Review of Rethinking the “Adolescent” in Adolescent Literacy, Journal of Language and Literacy Education
Grants and Contracts
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2022Project CULTURE (Cultural Understanding and Learning of Teachers Uniting to Reimagine Education)
- Role:
- PI
- Funding Source:
- Norman J. Radow College of Humanities and Social Sciences
Professional Memberships
- National Council of Teachers of English (NCTE)
- Literacy Research Association (LRA)
- Georgia Council of Teachers of English (GCTE)
- NCTE’s Conference on College Composition and Communication (CCCC)
- American Educational Research Association (AERA)
- Kennesaw, Georgia, U.S.
- Website
- @dsmcdaniel87
- Article Feed
- ORCID
- Joined
