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Volume 55, March 2020

Technology-Mediated Writing: Exploring Incoming Graduate Students’ L2 Writing Strategies with Activity Theory
Matt Kessler

Written participation with response technology – How teachers ask and students respond with applied text response functionality
Even Einum

Jason Swarts. Wicked, Incomplete, and Uncertain: User Support in the Wild and the Role of Technical Communication. Utah State University Press (2018). 171 pp.
Rachel Dortin

Experimenting with Writing Identities on Facebook through Intertextuality and Interdiscursivity
Ann N. Amicucci

Kathryn Comer, Michael Harker, Ben McCorkle, The Archive as Classroom: Pedagogical Approaches to the Digital Archive of Literacy Narratives.
Analeigh Horton

The Current State of Analytics: Implications for Learning Management System (LMS) Use in Writing Pedagogy
Ann Hill Duin, Jason Tham

“I Never Know What to Expect”: Aleatory Identity Play in Fortnite and Its Implications for Multimodal Composition
Jialei Jiang

Student Perceptions of Their Web Literacy Identities
Drew Virtue

The Spaces Between: Mapping gaps in the Assemblages of Digital City Renderings
Fernando Sánchez

Tracing Ecologies of Code Literacy and Constraint in Emojis as Multimodal Public Pedagogy
Kellie Gray, Steve Holmes

EFL Students’ Cognitive Performance during Argumentative Essay Writing: A log-file data analysis
Forooq Zarrabi, Hossein Bozorgian

The Story/Test/Story Method: A Combined Approach to Usability Testing and Contextual Inquiry
Guiseppe Getto

Your Digital Alter Ego - The Superhero/Villain You (Never) Wanted Transcending Space and Time?
Sarah Young

XM (LGBT/>: A Schema for Encoding Queer Identities in Qualitative Research
Abbie Levesque DeCamp

 

 



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