While "arts-based" has received increased attention in recent years as a research methodology rooted in an aesthetic framework, less attention has been paid to conceptualizing what arts-based means in the context of particular disciplines of K-12 teaching and learning. This qualitative study recognizes a need to examine sustained and…

This article explores how an English teacher, students, and administrators at a public high school in Chicago participated in a multimodal writing project that negotiated the space between hope and critique, ultimately placing the community at the center of the curriculum. This project aims to illuminate how narrative renderings of possibility--or…

Teacher educators, literacy scholars, and classroom teachers are beginning to develop curricula that leverage digital literacy practices and make visible what elementary students are learning across modalities. Although this body of work provides valuable examples (e.g., digital storytelling, innovative uses of digital apps and platforms, creating…

Framed in theories of new literacies, this article presents the story of Carol, a ninth-grade English teacher, who constructed lessons around semiotic analysis and constructivist learning in multimodal formats as an integral part of her instruction. Her students constructed identities as more competent, literate beings through guided participation…

Suzanne Miller examines the meaning of shifting notions of literacy for English education, drawing on her work in a long-term digital video composing project and in an ELA teacher education class to look at teachers' engagements with this newly accessible multimodal literacy practice. She argues that English teachers need support for new kinds of…

The authors contend that new technologies have developed new literacies and new ways of thinking that are reshaping our lives. In the rapidly changing world, they argue, these new literacies and their practices must become central to effective English education programs. To frame their argument, they introduce the notion of…

This article describes the results of an inquiry/multigenre project undertaken by students in a literacy foundations course. The project's initial pedagogical goal was to provide pre- and in-service teachers with multiple and engaging opportunities to read and write in areas of their interests. That goal expanded to encompass the critical literacy…