The current study presents results from students' engagement of composing print essays and composing across modes on the same topic. It builds on the premise that print-based reading and writing should complement and coexist with multimodal pedagogy. A group of Taiwanese adolescent students were invited to complete one print essay and one…

Multiliteracies has been incorporated in the curriculum of many education systems around the world. Beyond the broadening of focus in literacy to include multimodal meaning-making, multiliteracies pedagogies are also associated with certain pedagogical shifts, such as a focus on bridging the students' out-of-school literacy practices with what and…

Although a large body of research emphasises the collaborative nature of adolescents' multimodal composing processes in and out of school, little is known about how or why collaborative partnerships might differ across composers or digital tools. Integrating sociocultural and social semiotics theoretical frameworks, this study examined how three…

This paper draws on a Canadian qualitative case study grounded in multiliteracies theory to describe the meaning-making processes of four students aged 13-14 years as they created history projects. Students were invited to explore curriculum content in self-chosen ways and to produce presentations in a range of formats. The data we present and…