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Research about adolescents sharing creative writing in interest-driven online communities has suggested that teachers can play important roles in helping young writers realize the potential of online spaces. Framed by sociocultural notions of new literacies and a conceptual framework theorizing the rhetorical situation when sharing writing in networked publics, this instrumental case study examined the design and implementation of a high school elective course supporting students to critically analyze and participate in online creative writing spaces. The authors collected observation, interview, and artifactual data and then analyzed them inductively to generate testable assertions about how bringing together the potential audiences in classrooms and networked publics affected writing instruction and the writing act. Findings revealed how controlling the makeup of audiences raised privacy issues, cultivating interactions with audiences required persistence, and conceptualizing audiences affected these students’ writing. Suggestions for designing writing instruction to include networked publics and recommendations for classroom-based research are shared.

Technological advances in the 21st century have led to a powerful information landscape where successfully managing one’s personal information grows ever more complex. Personal Information Management (PIM) is the field of study dedicated to the activities people engage in to organize their information so that they can find an item again when they need it. Schoolwork, medical records, photographs, and other meaningful documents are increasingly digital, yet PIM is not present in the standards of Information Literacy (IL). Situating PIM Literacy within the sociocultural New Literacies theory, I explored secondary school students' PIM practices and how youth make sense of those practices as Discourse—what do they communicate through multiple sign-systems about PIM, and how do PIM practices relate to their identities (who they believe they are). In this phenomenological mixed-methods study, after an initial survey of secondary school participants, I conducted two phases of interviews—think-aloud guided tours of participants’ personal information places (e.g., Google Drive) and arts-based interviews of participants’ drawn perceptions of PIM. This study addresses the dearth of PIM research with youth, exploring the context of secondary school academic information management and the nature of participants’ extracurricular PIM practices. Findings highlight developmental aspects of human information behavior and indicate directions for the development of K-12 PIM Literacy, a necessary competency for high school graduates if they are to successfully participate in the digital age.