Multiliteracies Meet Methods: The Case for Digital Writing in English Education.

focus here will be on how Information Communication Technologies (ICTs) matter to English language arts and literacy education. * We are very much interested in how English educators might better prepare teachers to use ICTs effectively in writing instruction, but we think it is necessary to reimagine the "technology-writing" relationship as a new type of situated literacy practice in order to do so. We are moving in the right direction. Conversations in English and teacher education that originally centered on how to use technology quickly moved to questions about why; moreover, critical and more generative questions about how and why we should use technology are becoming the norm (e.g., Alvine, 2000; Bowman, 2000; Bush, 2003; Carroll & Bowman, 2000; Pope & Golub, 2000; Pope & Christopher, 2004; McGrail, 2005). Given NCTE's current focus on multiple literacies, we hope that our discussion of technology helps us think about the future of "multiliteracies" and their place in English education. Our contribution will be an attempt to link, at a deeper level, multiliteracies and the technologies that make them possible. We will do so in a way that might help us rethink Fecho's (2003) questionAre new media and other technology-driven literacies being adequately addressed through methods courses?and offer a rationale for the inclusion of ICTs at the core of English Education. 2