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Moving On/Keeping Pace: Youth’s Literate Identities and Multimodal Digital Texts


by Donna E. Alvermann — 2011

This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.


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This article originally appeared as NSSE Yearbook Vol 110. No. 1.


Cite This Article as: Teachers College Record Volume 113 Number 13, 2011, p. 109-128
http://www.tcrecord.org ID Number: 18376, Date Accessed: 9/24/2017 7:03:23 PM

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About the Author
  • Donna Alvermann
    University of Georgia
    E-mail Author
    DONNA E. ALVERMANN is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. Formerly a classroom teacher in Texas and New York, she conducts research focusing on young people’s media literacies and popular culture in classroom and digital environments. Her edited books include Adolescents and Literacies in a Digital World, Reconceptualizing the Literacies in Adolescents’ Lives (2nd ed.), and Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, & Popular Culture. She was elected to the Reading Hall of Fame in 1999.
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