Jen Scott Curwood

TL;DR: The authors argue that fan-based affinity spaces motivate young adults to write because they offer multiple modes of representation, diverse pathways to participation, and an authentic audience, and they posit that these out-of-school spaces can offer youth new purposes, modes, and tools for their written work.

TL;DR: In this article, the authors highlight the instructional dynamics that took place in these classrooms and outline the ways in which the teachers effectively oriented their students toward the kind of multimodal and sociocognitive work that is characteristic of a larger digital culture.

TL;DR: The authors explored adolescent literacies related to The Sims video games, The Hunger Games novels, and the Neopets online game to explicate nine features of affinity space research that reflect participation in, and research about, online environments.

TL;DR: In this article, a high school sophomore who identifies as gay, Asian, and a second-generation immigrant uses digital media in four key ways to create his multimodal counternarrative: remixing stories and traditions, mixing modes, using functional load to foreground identity and creating dialogic space for his audience.

TL;DR: In this article, the authors explored the use of digital poetry in a secondary English classroom and its implications for adolescents' multimodal composition and identity development, and argued that if teachers are to successfully implement new literacy practices in their classrooms, they must first establish a community of practice with other like-minded educators in order to engage in ongoing, critical dialogue around issues of literacy, learning, and technology.