“That’s not writing”: Exploring the Intersection of Digital Writing, Community Literacy, and Social Justice

Kristen Hawley Turner, Troy Hicks

Abstract


Communities—and their literacies—exist within larger contexts, and writing has the potential to empower or oppress, to maintain the status quo, or to transform the collective community. School is one such context and, in recent years, the nature of writing has changed; digital writing skills needed to participate in contemporary society do not always resemble skills of traditional, school-based literacy. This article examines the teaching of digital writing as an issue of social justice by sharing the perspectives of several novice teachers who were challenged to alter their views of what writing is and how it should be taught.

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Publication of the Community Literacy Journal is made possible through the generous support of the English Department and the Writing and Rhetoric Program at Florida International University. The CLJ is a journal of the Conference on Community Writing.