Drawing from the Beliefs for Integrating Technology into the English Language Arts Classroom as well as prior scholarship on digitally mediated communication rhetorical studies and composition assessment and digital literacies this theoretical article presents a framework for creating and assessing digital multimodal compositions. The Interconnected Framework for Assessment of Digital Multimodal Composition conceptualizes digital multimodal composing through three interconnected and layered domains: audience mode and meaning and originality. Though the three domains are defined individually they are inextricably linked within the recursive processes and products of digital multimodal composing to contribute to intended meaning. The authors describe and justify the domains present assessment considerations and conclude with implications for practice and suggestions for designing assessments relevant to context and task.

Literacy normativities reinforce the colonial racist and anti-queer underpinnings of English education and today these normativities are propelled by the English teacher imagination. To render these normativities visible this study traces the affective reader responses of an inquiry community of queer educators and reveals normative reading practices that animate how English teachers imagine and feel their classroom worlds. In particular ordinary affects—those that are subtly felt and often overlooked—spotlight interpretive norms and normative feelings that hide the field’s ongoing commitments to colonization racism queerphobia and more. Contributing to Critical English Education (CEE) this article concludes by calling for multiple prisms of interpretation to dismantle literacy normativities in English education and ELA.

In this qualitative study the authors explore how preservice teachers select read and imagine teaching representations of disability in young adult literature. Adding disability to the list of diversity categories can be problematic in that thinking about disability as a singular identity group ignores abling or disabling contexts and diversity within disability (Davis 2011; Watson 2002). However findings indicate that preservice teachers may only see disability in the context of special education if representations of disability are not explicitly applied in English coursework using a disability studies lens (Dunn 2014).

In this lyrical reflective essay in four parts I ruminate on teaching as poetics the teaching of contemporary poetry the teaching of histories of settler colonialism and antiblackness inherent in curriculum design and teaching as adoration. I practice teaching to learn how to move with and love my students to encourage them to move with and love their future students. I then reflect on my practice after and in between meditation so the poetics here is an invitation to meditation.

Multiple ELA teacher educators share assignments created for their ELA methods courses that intentionally connect to the development of critical agentic active ethical reflective and socially just ELA teachers a specific objective of methods coursework addressed in the ELATE position statement Beliefs about Methods Courses and Field Experiences in English Education.