Return to Composition Projects: Multimodal strategy page.
Bloch, J. (2018). Digital storytelling in the multilingual academic writing classroom: Expanding the possibilities. Dialogues: An Interdisciplinary Journal of English Language Teaching and Research, 2(1) 96-110.
Castek, J., & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent & Adult Literacy, 56(7), 554-564.
Curwood, J. S., & Cowell, L. L. H. (2011). iPoetry: Creating space for new literacies in the English curriculum. Journal of Adolescent & Adult Literacy, 55(2), 110-120.
Dalton, B. (2012). Multimodal composition and the common core state standards. The Reading Teacher, 66(4), 333-339.
Ferdig, R. E. (Ed.). (2013). Exploring multimodal composition and digital writing. IGI Global.
Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P., & Robinson, L. (2010). Hanging out, messing around, and geeking out: Kids learning and living with new media. Cambridge, MA: MIT Press.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267.
Li, R. (2018, March). Multimodal learning and communication through transnational digital storytelling. Paper presented at the American Association of Applied Linguistics, Chicago, IL.
Murray, J. (2009). Non-discursive rhetoric: Image and affect in multimodal composition. Suny Press.
O'Brien, D., Beach, R., & Scharber, C. (2007). "Struggling" middle schoolers: Engagement and literate competence in a reading writing intervention class. Reading Psychology, 28(1), 51-73.
Takayoshi, P. & Selfe, C. L. (2007). Thinking about multimodality. In C. L. Selfe (Ed.), _Multimodal Composition: Resources for Teachers _(Chapter 1). New York, NY: Hampton Press.
Walsh-Moorman, E. A. (2018). Multimodal composing in support of disciplinary literacy: A search for context in ELA and history classrooms (Doctoral dissertation). Kent State University.
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