Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education

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Author(s): Peggy Albers (Georgia State University, USA)
Copyright: 2014
Pages: 18
Source title: Exploring Multimodal Composition and Digital Writing
Source Author(s)/Editor(s): Richard E. Ferdig (Research Center for Educational Technology - Kent State University, USA)and Kristine E. Pytash (Kent State University, USA)
DOI: 10.4018/978-1-4666-4345-1.ch007

Keywords: Digital Communications / Information Science Reference / Media & Communications / Multimedia Technology

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Abstract

This chapter focuses on writing and the work of design (van Leeuwen & Kress, 2001) in creating digital projects. More specifically, this chapter focuses on a study of the digital writing, and the choices that preservice teachers made when they designed, developed, and wrote one minute Public Service Announcements (PSAs) that addressed social issues they saw operating in adolescent literature. Located in critical multimodality as a theoretical frame, this chapter positions digital writing as a critical endeavor, one that understands that modes are not neutral, and every choice made by the designer/writer of a digital text has intention and purpose.

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Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education

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