Purpose As part of a larger global phenomenon, the election of Donald Trump in the USA represents a crucial moment for the (re)conceptualization of digital literacies. The purpose of this paper is to build theory with respect to what this moment means for English education. Design/methodology/approach This teacher reflection focuses on what digital literacies meant for my teaching before and after the 2016 election. Using a before-and-after format, I argue that thebeforeconceptualization of digital literacies, while still relevant and useful for introducing many important ideas to English educators, was missing a direct treatment of political power. Theafterconceptualization takes up this topic. Findings Themes taken up in thebeforesection involve a parallel between digital literacies and disciplinary literacies and a distinction between Web 1.0 and Web 2.0 interfaces. Themes in theaftersection address the propensity for governments and other well-resourced groups to occupy Web 2.0 environments for their own ends. Methods for accomplishing these ends involve restricting, surveilling and targeting flows of information and enacting three populist practices via internet trolling: aggregating the unmet demands of disparate groups, establishing popular subjectivity and dichotomizing the social space through the persistent construction of the enemy. Research limitations/implications A critically conscious approach to digital literacies must consider the ways in which political entities occupy digital environments. Practical implications Further research should be done in English education classrooms to understand the ways in which individual online meaning making becomes entangled within a nexus of political activity. Further research should investigate how online meaning making intersects with political power. Originality/value The role of political entities is often downplayed or ignored in discussions of digital literacies. In an age of alternative facts, fake news and echo chambers, it is important to foreground the interplay between the social, the political and the digital in contemporary meaning making. This contribution offers concepts that can be taken up and expanded, as well as a set of questions for English educators to use in framing a critically conscious conversation about digital literacies.
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