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Abstract
The article examines high school students' writing composition practices in multimodal instructional environments. We use Rosenblatt's transactional theory to look across the findings of 2 studies that blend traditional and digital modes of instruction in order to explore how modal switching can support students' reading and writing. We also address the tensions and challenges faced when attempting to create multimodal learning environments that use traditional texts to improve students' composition.
Notes
Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/urwl.