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We explore how valuing Black male students’ literacies within academic contexts during multimodal writing can position students’ ways of knowing at the center of their learning. This centering requires a repositioning of students’ cultural literacies at the core of instruction. Using multiliteracies and Critical Discourse Analysis frameworks, we analyze and share excerpts from conversations with three Black adolescent high school seniors as they composed and reflected upon authoring digital autobiographies for an assignment in their Black Literature class. These reflections illuminate how the students drew on culturally salient texts to share elements of themselves with their peer and teacher audience.

The prevalent use of interactive whiteboards (IWBs) in K-12 classrooms has been met with questions regarding how teachers use such technologies to facilitate student learning. We analyzed recorded observations of 21 ELA middle school teachers over a single academic year as they developed knowledge about and competence with a structured reading programme, Collaborative Strategic Reading (CSR, Klingner, J. K., S. Vaughn, A. Boardman, and E. Swanson. 2012. Now we get it!: Boosting Comprehension with Collaborative Strategic Reading. Hoboken, NJ: John Wiley & Sons) while simultaneously learning IWB technologies. Findings suggest a) the importance of using explicit instructional prompts for facilitating student collaboration and b) the need for adequate time for teachers to gradually incorporate technology into classroom practices over the academic year.

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