Author: National Writing Project, with Dànielle Nicole DeVoss, Elyse Eidman-Aadahl, and Troy Hicks
Summary: This first chapter of Because Digital Writing Matters explores the new digital landscape for writing, examining both the complexities and challenges of digital writing for teachers and students, and unpacking what is necessary for educators and policymakers to understand in order to develop and sustain effective digital writing programs and curricula. In addressing myths and realities involved in teaching, learning and assessing digital writing practices, the authors offer numerous examples of rich and integrated ways educators have found to meet state standards through connected learning and leveraging the ability to create and share ideas, resources, and information across digital spaces. This chapter offers perspectives and background that may be useful in promoting conversations related to navigating the changing roles of teachers and students in response to the changing digital landscape.
Original Date of Publication: 2010
“This chapter surveys the new digital landscape for writing and examines why digital writing is complex and challenging, for both teachers and students. It identifies and explores some of the complexity that educators and policymakers should understand if they are to develop and sustain effective digital writing programs or curricula. It addresses as well some of the myths and realities surrounding the teaching and learning of digital writing practices, and begins to suggest ways that teachers and administrators can assess how well digital writing is being taught in their schools.”
Original Source: National Writing Project, https://www.nwp.org/cs/public/print/books/digitalwritingmatters