Set in Stone or Set in Motion?: Multimodal and Digital Writing With Preservice English Teachers

Abstract This study examines the literacy practices of pre‐service English teachers engaged in multimodal and digital composing in a writing methods course designed to support both print‐based and digital and/or multimodal composition practices. By examining the struggles and resistances of pre‐service English teachers as they adapted print‐based writing processes to multimodal or digital compositions, the researchers hope to identify strategies, practices, and approaches that will help pre‐service teachers develop new writing pedagogies.