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Digital Authorship: Issues and Implications for Educators

Renee Hobbs and Lourdes Smith

In this essay, the term digital authorship in examined in relation to literacy learning. We reflect on two critical issues that are sometimes overlooked features of digital literacy in relation to the pedagogical practices of digital authorship. Teachers who are advancing literacy in the context of digital authorship are attentive to the different stages of the creative process and have a solid understanding of the use of mentor texts and remix practices in relation to the law of copyright and fair use. We consider how these issues apply in the context of digital storytelling and show how a variety of hands-on pedagogical practices and digital platforms support students’ identities as digital authors. We acknowledge the need for teachers to demonstrate tenacity in the face of some particular delights and tribulations of digital authorship as it occurs in the institutional context of schools and schooling. 


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