499 Journal of Adolescent & Adult Literacy Vol. 60 No. 5 pp. 499–504 doi: 10.1002/jaal.595 © 2017 International Literacy Association COMMENTARY A Domain of One’s Own can empower teachers and students to engage in digital literacies while maintaining ownership over their digital identities. W ith the advent of new and mobile technolo- gies, educators are using a variety of digital spaces and tools to create and curate their digital identities. Professors have personal webpages linked to their university’s website. Social media tools are used to tweet, blog, and post about research, teach- ing, and important events in the field. Digital platforms such as Google Classroom and PBworks are used to store and distribute teaching materials. This network of platforms and tools is interconnected to scholarly and personal spaces, which provides opportunities to build and maintain digital identities that complement offline versions of identity. Challenges and questions certainly arise as teachers engage in these literacy practices; yet, there is the potential to utilize these varied platforms and connections that exist in the online collaborative space to act as networked, social scholars and practitio- ners (Wise & O’Byrne, 2015). There is also a need for students to engage in these practices with online texts as they develop and modify their identities. Specifically, learners from pre-K up through higher education need places online where they can create, build, and modify digital artifacts that repre- sent their identities as learners. To this end, we propose that students need to develop and maintain a domain of their own, one address online that students build up from pre-K through higher education that archives and documents their learning over time. Students can use it to read, write, participate, build, edit, revise, and iter- ate as if it were a digital portfolio. We believe that this direction is necessary, as it builds aspects of ownership, agency, and empowerment of learners in online and hybrid spaces (O’Byrne & Pytash, 2015). Furthermore, we contend that if we really want students to be digitally literate, they need to have a personalized learning space online that provides more than just a snapshot of their participation in one class or one school year. In this piece, we examine A Domain of One’s Own and how educators and schools can implement this ini- tiative. We contend that the building and developing of A Domain of One’s Own showcases the ways that schools can engage students in complex and meaningful literacy practices. We conduct this examination by looking at the challenges and opportunities of providing each student with a domain of his or her own in elementary school, middle grades, high school, and higher education. Such an initiative raises key questions for literacy educators and students about tools, privacy, security, and hegemony in the current system. As educators explore the changes that technology is enacting on literacy practices (Leu, 1997), we need to prepare for future changes. We hope this piece will spark these discussions now and in the future as we encourage our colleagues in the field to push for a more informed, lon- gitudinal use of new and digital literacies across the lifespan of learners. Becoming Literate Digitally in a Digitally Literate Environment of Their Own W. Ian O’Byrne, Kristine E. Pytash W. IAN O’BYRNE is an assistant professor of literacy education at the College of Charleston, SC, USA; e-mail wiobyrne@gmail.com. KRISTINE E. PYTASH is an associate professor in the School of Teaching, Learning and Curriculum Studies at Kent State University, OH, USA; e-mail kpytash@ kent.edu.