While the digital turn in composition studies has produced scholarship on how instructors can develop and incorporate digital tools into their teaching practices, much of this work privileges a sustained focus on technological devices and classroom praxis at the expense of structural considerations of power, access, and the body. These projects, then, seek to explore intersections between space, multimodal composition, and social justice pedagogy. In considering different how digital mediation is enacted across a variety of contexts, ranging from the secondary education classroom to the college classroom, we explore how we each have each strived to re-embody the oft-disembodied nature of digital space. Further, we articulate how these ideas can be practically applied in the composition-centered classroom. In doing so, we collectively suggests that digital tools shape—and are shaped by—embodied experience in a way that is not only helpful for teaching writing, but is also essential for creating a more just world.

​

See Bri Lafond's project, “'I’m on the Hunt/I’m After You': Using Geocache to Highlight Rhetorical Awareness" by CLICKING HERE.

​

See Erin Dittmer's project, "Youth-led Participatory Action Research (YPAR) in the Secondary Setting: How Students Write for Social Justice in Their Communities" by CLICKING HERE.

​

See Savannah Block's project, "Digital Dispositions: Cultivating a Social Justice-based Pedagogy to Pursue Equity in Classroom Technology Accessibility" by CLICKING HERE.

​

See Logan Middleton's project, "Re/Designing the Multimodal Composition Classroom: Pedagogy, Curriculum, and Access" by CLICKING HERE.