Composing Print, Digital, and Multimodal Texts in Classrooms provides pre-service and practicing teachers in grades K-8 with an innovative approach to teaching language arts in the 21^st century that supports literacy goals and encourages multimodal composition.

The text is grounded in research, including proper theoretical foundations and current frameworks in the field. The chapters are organized around national literacy standards for instruction, as well as current trends in the field. Opening chapters explore traditional versus nontraditional ways to teach students writing skills, English language arts, writer's workshop, genre workshops, genre study, and the creation of collaborative writing communities. Additional chapters provide various strategies for writing across the curriculum, small group writing instruction, minilessons, and standard classroom and community writing practices. Readers learn about social justice composing, which includes emphasis on blogging, critical media literacy, and critical literacies. The text offers strategies for revision and editing with focus on written and digital feedback. The closing chapter underscores the importance of writing assessment. Throughout, readers are provided with literature recommendations, lesson plans, reflection questions, and activities to deepen the learning experience.

Designed to support contemporary literacy development, Composing Print, Digital, and Multimodal Texts in Classrooms is an essential resource for courses and programs in education.

About the Authors

Tiffany A. Flowers is an assistant professor of education at Georgia State University Perimeter College. She holds a Ph.D. in language, literature, and culture form the University of Iowa. Her specializations include urban education, family literacy, African American literacy development, children's and young adult literature, and the scholarship of teaching and learning.

Dorian L. Harrison is an assistant professor of literacy education at The Ohio State University. Dr. Harrison holds a Ph.D. in curriculum and instruction from the University of Illinois at Urbana-Champaign, and her research focuses on equity-focused literacy and language.

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