Section III: Personal and Public Literacies Youth Arts, Media, and Critical Literacies as Forms of Public Engagement in the Local/Global Interface Theresa Rogers 1 Abstract This article provides a reanalysis of a multisited case study of youth arts, media, and critical literacy to theorize the role of networked and physical ‘‘publics’’ within which youth engage with issues they care about, making claims about their lived experiences. An understanding of the nature and role of publics is crucial to productive formula- tions of literacy research and pedagogies in schools, communities, and nations. The theorizations offered here, related to ethical and aesthetic public engagement, spa- tiality, and mobilities, focus on those moments when youth come together in com- munity and educational sites to create counternarratives in relation to their lives and futures. Three examples of situated counternarratives are analyzed to illustrate how youth exhibit powerful engagements with discursive resources across spatial and material locations and with various publics, producing critical social and political analyses in the local/global interface that often go unrecognized or unrealized in educational contexts. Keywords youth, critical literacies, public pedagogy, cosmopolitanism, mobilities 1 University of British Columbia, Vancouver, BC, Canada Corresponding Author: Theresa Rogers, University of British Columbia, 2054 Lower Mall, Vancouver, BC, Canada V6T 1Z4. Email: theresa.rogers@ubc.ca Literacy Research: Theory, Method, and Practice 2016, Vol. 65, 268-282 ª The Author(s) 2016 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/2381336916661519 lrx.sagepub.com