• Year 7 students can learn to code engaging animated narratives with basic Scratch. • English teachers can learn to sufficient coding to support students coding stories. • Student animated narratives of 2 – 3 min can meet English curricula requirements. • Student multimodality use can be evaluated using a criterion-based framework. • Student coding proficiency can be extended through coding animated narratives. Coding animated stories in the English classroom has been advocated from over a decade ago as an integrated curriculum context for early teaching of computer programming while simultaneously developing students’ multimodal narrative authoring. However, related research has not adequately addressed English curriculum requirements for narrative creation. This article describes the development of a framework for analysing coded animated stories from the perspective of English curriculum expectations. Analysis of 23 stories showed substantial variation in the emphasis given to different multimodal resources among those stories with the most extensive use of such resources. Stories with limited use of these resources excluded those expressing characters’ emotions and positioning the audience to experience the story from a variety of points of view. Stories with extensive multimodal expression were at the upper, but not necessarily highest, coding proficiency levels, while some with high coding proficiency showed limited use of multimodal resources. Implications are drawn for coding as an engaging creative tool in English classrooms.

• Students reported better understanding of writing with screencast assignments. • Students reported technology gains from screencast and screen recording assignments. • Students reported screencast and screen recording assignments were not complicated. • Blending spontaneous speech with the writing process helped students. • Students may feel self conscious when recording their screens and voices. Inexperienced writers often resist meaningful revision, which underscores the need for pedagogical approaches that foster deeper engagement. This study explores the use of student-led screen recordings and screencasts as pedagogical tools to promote students’ ownership and confidence in their writing processes. Our study surveyed 76 student writers in First-Year Writing classrooms to investigate this approach. The findings suggest that these assignments are easy to use, focus writers’ attention on the writing process, and leverage learning opportunities afforded by the transmodal blends of writing, video, and speech. Specifically, students reported more benefits from screencast assignments that allowed them to blend spontaneous speech into the writing process. Additionally, students reported that their technology skills improved after completing either the screencast or screen recording assignment. One downside was that students tended to feel self-conscious when recording their screens and voices. Overall, these student-led assignments are worth exploring in composition classrooms as they can lead to a deeper, more hands-on understanding of the writing process.

Effective source use is a critical skill for first-year writing students because it prepares them for academic, professional, and civic engagement; however, existing research demonstrates that selecting appropriate sources and engaging them insightfully remains a significant challenge. While students struggle with the combined pressures to read, evaluate, and synthesize scholarly sources, we argue that online media including news articles, opinion pieces, and social media posts are a potent but underutilized resource for building students’ competence and confidence with source use. In this article, we present the methods that we have collaboratively developed as an instruction librarian and a first-year writing instructor to propose a new approach to teaching undergraduate research using online media. We detail strategies for teaching advanced search skills using Google and social media platforms like Reddit and X (formerly Twitter), as well as a “reception study” writing assignment that requires students to develop source evaluation and synthesis skills for engaging these online sources. The success of our module highlights that enabling students to build their research skills in the context of these more familiar source formats can lead them to an enriched understanding of the research process—including formulating an authentic research inquiry and engaging meaningfully with real audiences—while also building their skills in accessing, evaluating, and synthesizing diverse sources. Furthermore, by developing research skills in the context of social media platforms and online popular media sources, students gain a practical sense of the relevance of academic research skills to their daily research habits.

This article describes five first-year writing instructors’ experiences with personalizing shared curriculum across three different course delivery formats (face-to-face, hybrid, online). The data is drawn from teaching journals that the co-authors, a non-tenure track, part-time Lecturer and a tenured Writing Program Administrator, and three Graduate Student Teaching Associates completed throughout Fall 2022. The findings illustrate both benefits and drawbacks related to shared curriculum: discussing and troubleshooting curriculum in a community of practice is highly valuable, but separating course delivery from course design is challenging. In our study, those challenges manifested as disconnects between course content and disciplinary identity, as well as personal feelings of failure. On the other hand, the need to personalize shared curriculum across multiple delivery formats proved productive, especially when instructors used asynchronous online materials as a starting point to develop hybrid and face-to-face lesson plans. Ultimately, we advocate for more conversations about how writing programs can support contingent faculty as they personalize shared curriculum through both course delivery and design, and we offer an example of a successful community of practice that revises shared curriculum in response to community members’ experiences with teaching in multiple modalities.

Our First-year Writing program began intentional student engagements with generative AI in the fall of 2022. We developed assignments for brainstorming research questions, writing counterarguments, and editing assistance using the AI tools Elicit, Fermat, and Wordtune. Students felt that the tools were helpful for finding ideas to get started with writing, to find sources once they had started writing, and to get help with counterarguments and alternate word choices. But when given the choice to use the assistants or not, most declined. Generative AI at this stage is unreliable, and many students found the tradeoff in reviewing AI suggestions to be too time consuming. And many students expressed a preference for continuing to develop their own voices through writing. Our experience in engaging AI led to the creation of the DEER praxis, which emphasizes defined engagements with AI tools for specific purposes, and generous use of reflection.