Civic Writing on Digital Walls
Civic writing has appeared on walls over centuries, across cultures, and in response to political concerns. This article advances a civic interrogation of how civic writing is publicly authored, read, and discussed as openly accessible and multimodal texts on digital walls. Drawing upon critical literacy perspectives, we examine how a repertoire of 10 civic writing practices associated with open web annotation (OWA) helped educators develop critical literacy. We introduce a social design experiment in which educators leveraged OWA to discuss educational equity across sociopolitical texts and contexts. We then describe a single case of OWA conversation among educators and use discourse analysis to examine shifting situated meanings and political expressions present in educators’ civic writing practices. We conclude by considering implications for theorizing the marginality of critical literacy, designing learning environments that foster educators’ civic writing, and facilitating learning opportunities that encourage educators’ civic writing across digital walls.
Duke Scholars
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- Education
- 3903 Education systems
- 1302 Curriculum and Pedagogy
- 1301 Education Systems
Citation
Published In
DOI
EISSN
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- Education
- 3903 Education systems
- 1302 Curriculum and Pedagogy
- 1301 Education Systems