The GTC+ Certificate in Teaching with Digital Media is co-sponsored by the Center for Research on Learning and Teaching and the Institute for the Humanities at University of Michigan. I completed this portfolio as part of the requirements for the GTC+ Certificate in March of 2017 while I was a doctoral candidate and Graduate Student Instructor there. In this portfolio, I have included relevant artifacts from my teaching with digital media as well as reflections on my teaching.
A. Departmental GSI orientation
The GSI orientation which I completed in the English Department Writing Program included a two day pre-semester workshop occurring on August 28th and 29th, 2012, and completion of a semester long teaching practicum course, English 993-GSI Training, in the Fall 2012 semester. The pre-semester workshop included 18 hours of training over two days, and the semester long English 993 is a credit bearing course with 1 credit hour for the semester.
At the pre-semester workshop we had practice teaching sessions on several topics including best practices for leading peer review sessions in writing classrooms, facilitating class discussion, and a workshop of our course syllabi. The course syllabi workshop yielded revisions to my various policies regarding grading, late work, and attendance. The facilitating class discussion session helped me to think more carefully about scaffolding discussion through paired or small group discussions and pre-writing activities rather than relying only on full class discussions. The pre-semester workshop also had a session on classroom climate and negotiating interpersonal dynamics. In this session, we discussed how to be inclusive of student identities in the classroom, especially as relates to language use in the writing classroom.
The semester long English 993 practicum course included a teaching observation in which the faculty instructor, Laura Kasischke, observed a session of my English 125 course. In that question I facilitated class discussion about integrating source material into students’ writing, using our reading for the course that day as a model. Following the observation, Laura commented that it was a strong lesson with a clear purpose and useful examples. She also commented that I could potentially have encouraged more student participation and student discussion rather than taking command of the activity in a lecture style way.
B. Learning about Teaching
EDUC 762 001: Curriculum in Higher Education
Lisa Lattuca (firstname.lastname@example.org)
Course Description: The course is designed for individuals who wish to plan, design, evaluate, and/or study learning experiences in higher education. To enhance your work as an instructor, researcher, or administrator, we will explore practices, theory, and research related to course and program planning, development, and implementation; teaching and assessment; student learning; faculty and administrators’ educational roles and responsibilities; curricular innovation and curricular change; and quality assurance.
During the term we will consider key questions facing higher education institutions and educators in the United States, focusing primarily, but not exclusively, on undergraduate curricula in two- and four-year colleges. Our discussions of curricula will be multidimensional, following the definition of curriculum as an academic plan that requires deliberate decisions about educational goals, content, instructional materials and methods, and assessment. Accordingly, we will examine various ideas about the purpose of higher education and the implications of those beliefs for curricular content, teaching, and student outcomes. We’ll also read and discuss theories about how people learn and think about how these theories shape — or should shape — curricular decisions. As we analyze processes of curricular decision making, innovation, and change, we will consider the influences of institutional missions, instructors’ beliefs about education, their affiliation with academic fields, and the impact of diverse learners on instructional decisions. Throughout the term, we will reflect on how social, cultural, economic and political influences affect higher education curricula in the U.S.
B.2: Departmental Workshop on Teaching.
In October 2014, I spoke at a department wide colloquia on “The Art of Revision” in the English Department Writing Program at University of Michigan. This colloquia included presentations by three different instructors about their various strategies to support student writers as they revise their writing. I delivered one of these presentations and presented on a lesson I teach about description and narration in personal narrative writing. The lesson offers students opportunities to write about a single personal moment from three different perspectives, making revisions to their writing each time they write from a new perspective. I prepared a powerpoint presentation with examples of my teaching materials and examples of student work composed in response to the writing assignment. Following the three instructional presentations, we facilitated a discussion with presenters and colloquium attendees about best practices for teaching revisions. As a participant, I delivered my presentation, listened closely to the other two presenters, answered questions and shared materials about my own lesson plan and teaching practices, and engaged in conversation with other teachers—presenters and audience members.
C. Instructional Practice
English 125: Writing and Academic Inquiry. Fall 2012, Winter 2013, Fall 2014
I was the instructor of record for this course, and no other instructor was associated with the course. As the instructor, I independently designed and instructed students in all major writing and presentation assignments as well as all designed and lead all day-to-day class discussion and activities. I was also responsible for course grading and providing feedback on student writing in the course. In this required first-year writing course, I emphasized narrative, process, genre-based, multimodal, and reflective approaches to academic writing.
English 225: Academic Argumentation. Fall 2013, Winter 2014
I was the instructor of record for this course, and no other instructor was associated with the course. As the instructor, I independently designed and instructed students in all major writing and presentation assignments as well as all designed and lead all day-to-day class discussion and activities. I was also responsible for course grading and providing feedback on student writing in the course. In this required upper-level argumentation course, I designed the theme of making and understanding arguments about contemporary food issues and topics. My instruction emphasized definitional and research-based approaches to academic argumentation as well as narrative and multimodal approaches to online composing and argumentation.
English 229: Professional Writing. Winter 2015, Winter 2016
I was the instructor of record for this course, and no other instructor was associated with the course. As the instructor, I independently designed and instructed students in all major writing and presentation assignments as well as all designed and lead all day-to-day class discussion and activities. I was also responsible for course grading and providing feedback on student writing in the course. In this course, I emphasized genre-based and collaborative approaches to professional writing as well as multimodal approaches to online composing.
D. Mentorship on Teaching
This mentorship spanned about three terms (Winter 2013-Summer 2014), and began when I was a student in Melanie Yergeau’s “English 630 Special Topics: Computers and Writing” course in the Winter 2013 term. In the course, we used many in-class activities that included multimodal and digital components. From this example, I began to incorporate more and more multimodal and digital components into my own teaching, both in the course I was teaching that term (English 125: Writing and Academic Inquiry) and in the courses I taught in the following terms, two different sections of English 225: Academic Argumentation. As my final project for Melanie’s Computers and Writing course, I designed a digital syllabus for my own upcoming English 225 course. This digital syllabus included sections for a video course description, a syllabus, course readings, course handouts, and a course blog. In Melanie’s Computers and Writing course, I also composed the video course description and designed both the course blog and a final re-mediation assignment for students to complete. All of these components of my course were influenced by the many multimodal and digital assignments that Melanie assigned and mentored us through in her course. In addition to completing these assignments and translating them into my own teaching, Melanie’s Computers and Writing course included a course blog were I posted multiple times about my teaching and reflected on the limitations and affordances I was experiencing while incorporating multimodal and digital components into my own instructional practices.
In the Winter 2014 semester, Melanie attended a meeting of my English 225: Academic Argumentation course and observed a lesson I was teaching in the re-mediation unit I had designed in her earlier course. During the lesson, student created multimodal storyboards that outlined their video re-mediation assignments and detailed the combinations of visual, textual, and audio media students would use in each shot or portion of their video re-mediation compositions. Following Melanie’s observation of my multimodal storyboard lesson, I proposed and presented a conference talk about my English 225 course, specifically about my students’ work on the course blog and the video re-mediation assignment. I presented this project on a panel at the 2014 Conference on Writing Program Administration. In the presentation, I offered examples of student blog posts and video compositions and reflected on the ways in which my teaching had successfully or unsuccessfully integrated multimodal and digital components. Through this conference presentation, that resulted from Melanie’s mentorship, I was able to reflect on and revise problematic aspects of my teaching and incorporation of multimodal and digital components into my own instructional practices. Overall, Melanie’s mentorship empowered me, over a period of several terms, to integrate multimodal and digital pedagogies into my teaching, to reflect mindfully on my own teaching practices, and to share my experiences with a community of like-minded professionals in my field.
E. Philosophy on Teaching
I sit perched on the cold windowsill of our classroom, relishing the din of 18 first-year writing students intently discussing topics for their first major writing assignment. It’s the second class period of the semester, and I’m teaching one of my favorite lessons: speed dating. Students work in different pairs for a sequence of short sessions, each student explaining their topic to three of their classmates and offering feedback to another three. Then, as a whole class we discuss the affordances and limitations of the speed dating activity. As I simultaneously listen in on a pair of students and keep an eye on the clock, I realize that my most productive teaching moments often occur when I’m not really teaching at all, but when I’m silent, listening to students working out their own ideas about their writing. These moments of silence on my part are a tool for more fully realizing my main goals as a writing instructor: to facilitate a safe space in which students can experience writing as a process and reflect on the role of writing in their academic, professional, and personal lives.
As a writing instructor, I have taught multiple sections of first-year writing, upper-level academic argumentation, and professional writing at two different universities. Across these writing courses, I aim to facilitate a safe space for students. I take several steps to create a safe space in my courses, including distributing a first-day of class survey that asks students about their backgrounds and prior experiences with schooling and writing. I also conduct individual conferences with students in order to learn more about them and their responses to the first-day of class survey. In addition to getting to know students individually, I structure in-class conversations about best practices and guidelines for what could be especially fraught moments in the classroom, moments like class discussion or peer review during which students are sharing their work and their ideas with classmates and with me.
Students’ perceptions of the classroom as a safe space show through in the topics they choose to write about and in their use of personal experiences as evidence. For example, one first-year writing student, a Nigerian-American immigrant, composed an argument advocating more awareness of heart disease within his community, using the experience of witnessing his father’s heart attack as evidence. Another student composed an argument defining what it means to be a good ally, including his own experience coming out as gay to different friends in high school as evidence. Students’ willingness to disclose identities and reflect on specific personal experiences in the writing they share with me and their classmates confirms for me the importance of creating a safe space in the writing classroom. By writing about their experiences, these students not only engage in peer-to-peer learning but also discover that good arguments often stem from personal experience. Students’ perceptions of the classroom as a safe space also shows through in end of semester evaluations of courses, where, for example, one first-year writing student writes, “I have especially enjoyed the fluid nature of the instructor for this course as she is responsive to different ideas than only her own.” Importantly, this student felt comfortable contributing ideas to the course, even ideas that were different from those I brought to the course as the instructor. Such comments confirm for me the importance of cultivating a safe space in which students can enrich one another’s (and my own) learning.
In addition to facilitating a safe space for students, I also design opportunities for students to experience writing as a process. In first-year writing courses, where I incorporate a writing about writing theme, a process blog assignment helps students to slow down and describe their writing process for themselves and an audience of their peers in the course. Writing in a process blog allows for students to take stock of their past writing experiences and to adjust their writing habits to the demands of college-level writing. For example, students have used the process blog as an opportunity to write about a range of topics including the places they write, the kinds of music they like to write to, and their past positive or negative experiences with peer review. In upper-level academic argumentation courses, I structure in learning about writing processes through an assignment sequence that includes an annotated bibliography and argumentative research paper. In these courses, which have an “understanding and making arguments about food” theme, this assignment sequence affords students the opportunity to take a capacious approach to research and to revise their working arguments as they encounter new and different research about their topics; ultimately, this annotated bibliography leading into a researched argument allows for students to compose arguments that are recent and relevant in the discourses about food they encounter everyday. In one section of the course, a student developed an argument about the negative environmental effects of super foods—a topic she had originally approached with an eye towards their positive nutritional effects. The opportunity to revise her argument after having conducted research allowed for this student to experience writing as a process and to compose a compelling argument relevant to the ongoing conversation about her topic. Students’ comments in course evaluations often demonstrate their appreciation for the emphasis on writing process in the course; for example, one first-year writing student comments that “lots of instruction and help was given near the beginning in order to let us know what was expected,” and “throughout the course our work became more independent as we all grew as writers.” This student’s realization of their writing development, aided by the structure of the course, confirms for me the benefits of a continued emphasis on writing processes in my courses.
Throughout the writing process, I also structure in opportunities for student reflection. With frequent opportunities for reflection, I hope that students will take authority over their learning about writing and choose to adopt or reject the specific writing strategies that the course introduces. A final literacy narrative video in FYW allows for students to revisit earlier assignments—like their process logs, arguing about a process assignment, or arguing about a genre assignment—and to make meaning from their own literacy learning in the course. For example, one student used the literacy narrative video as an opportunity to explore her habit of peppering her writing process with dance breaks; in her video she demonstrates that dance breaks help her take time away from writing and to come back to the revision stages of her writing with a fresh critical eye—a topic she began reflecting on in an earlier blog post for the course. In each of my writing courses, reflective memos attached to major writing assignments help students to situate a single writing experience within their ongoing learning about writing in the course and beyond. For instance, in my professional writing courses students’ reflective memos for their collaborative workplace writing assignments often make connections to collaborative writing they have done in courses for their majors or in professional settings they have worked. One student reflected on the differences of writing a collaborative presentation in my professional writing course versus working collaboratively to design a fitness app in a course in his Business major. Through reflective writing, students make sense of their writing in my course and its connection to their writing in other contexts.
With these emphases on reflection, writing processes, and safe spaces, my voice is present as a facilitator or mentor. With my guidance, students are encouraged to consider, adopt, adapt, or reject the particular writing strategies the course introduces. Ultimately, it is my hope that students’ learning in my course will equip them to transfer, adapt, or invent new strategies appropriate to the variety of contexts they will face throughout their college contexts and their writing futures.
I am a doctoral candidate in University of Michigan’s Joint Program in English and Education. I teach several writing courses in the English Department Writing Program at University of Michigan including first-year writing, upper-level academic argumentation, and professional writing—all of which incorporate online and multimodal composition in order to better support student writers in a digital age. Prior to coming to the University of Michigan, I taught first-year writing at Salisbury University in Maryland where I also completed a Master’s degree in Composition, Language and Rhetoric. Based in these teaching experiences, I have chosen to pursue the GTC+ in order to reflect on and demonstrate the ways in which I integrate digital media and digital technologies into my curriculum and pedagogy in the writing courses that I teach.
When I think about teaching with digital media, I think about both curriculum and pedagogy: the content, tools, and practices I use around digital media and technology. In the courses that I teach, this includes digital and multimodal texts I assign for reading as well as collaborative presentations, video compositions, and blog posts that students themselves produce. For me, the digital is often intertwined with the multimodal: with varied combinations of image, text, audio, video, and other modes.
By participating in the GTC+ program, I hope to discuss with other teachers the following questions about teaching with digital media: Does teaching with digital media look different for your across varying kinds of courses and assignments? Often times, students may bring to the classrom prior experience and expterise around digital media, how do you address expertise and authority around digital media in the classroom? What kinds of learning goals do you feel are best pursued by incorporating digital media into your teaching?
G. Learning About Teaching with Digital Media Workshops
G.1: I attended a CRLT workshop on managing online identity on October 17, 2016. During this workshop, we discussed such pedagogical issues as managing identities in digital spaces as part of teaching. For example, we addressed such questions as: What are some of the challenges one might encounter while teaching or managing students in a digital space? Additionally, we discussed offering students in your courses a “guide to nettiquette” or giving students an overview of rules, lessons, do’s and don’t’s for engaging each other online. We also discussed building into your courses time for digital drafting or lag time to help students process, refine, revise their digital composing or writing in your course. We also discussed strategies for building a multidisciplinary digital space and instructing students in how to avoid plagiarism online or in digital spaces, for example teaching students how to not just copy paste, how to give credit, how to reflect on online authorship, and how to consider intellectual property. Overall, we concluded that digital citizenship and stewardship were appropriate learning goals to pursue and make explicit for students in your course, or in a particular unit, lesson, or assignment that makes use of digital media.
G.2: This colloquium centered around open access, inclusive pedagogies with a focus on supporting students with disabilities. We also discussed possibilities for using digital media and technologies to build more inclusive, accessible classrooms. The workshop began with small group discussions where teachers shared their experiences interacting with students in the classroom. Eventually, the small groups came together to share out in a large group discussion about supporting students in the classroom. I participated in this colloquium as a small group facilitator. I helped lead a discussion, based on discussion questions provided by the colloquium organizers, in a group of about five instructors. During the large group discussion, I contributed by summarizing our small group’s discussion and strategies for better supporting students. The workshop addressed the following strategies for using digital media and technologies to build more accessible classrooms: using google docs or other course management systems to organize accessible peer reviews, digitally archiving course materials and texts in addition to providing students with hard copies, technology policies on syllabi that recognize and encourage the use of technologies for the purposes of accessibility in the classroom.
G.3: At this workshop Jonathan Alexander, Professor of English, Education, and Gender & Sexuality Studies at the School of Humanities at University of California Irvine, delivered an embodied performance of portions of his digital text: Techne: Queer Meditations on Writing the Self. In this presentation, Dr. Alexander explored the multiple layerings of text, image, and technology that populate compositions in the digital age. Dr. Alexander used examples from his own publications and also used examples of undergraduate student work from his own writing courses that he teaches. By sharing student work with us, Dr. Alexander facilitated a conversation about how technology should transform our teaching and transform student writing, rather than simply be used to support older text-based approaches to writing. The student examples of digital texts that Dr. Alexander used were especially helpful for thinking about our own teaching, and several attendees offered examples from their own teaching to talk back to those that Dr. Alexander offered. During the presentation, I followed along closely with Dr. Alexander’s many examples of video, image, and text publications taking notes and formulating questions for the discussion portion of the session. I joined in with the full group conversation, asking how we can push students to take risks and incorporate audio, video, and image components into the texts they compose for writing courses in college. I also talked about my own experiences teaching with technology and encouraging student to compose multimodal texts.
G.4: At this workshop, Canvas for GSIs: Pedagogies and Practicalities, sponsored by the CRLT at UM I learned about the course management tool Canvas. Specifically, I learned about using Canvas for organizing collaborative group projects, assessing student writing, and facilitating online forums or class discussions.
G.5: On Saturday, December 1, 2012 I attended a Corpus Linguistics Workshop sponsored by the UM Language and Rhetorical Studies Rackham Interdisciplinary Workshop. At this workshop we learned about such instructional technologies as COHA, COCA, Google N-grams, the OED, AntConc, MiCUSP and MiCASE. Each of these instructional technologies is a corpus or archive of either spoken or written English. Using these online, digital corpora, students can learn about patterns in spoken and written language. For example, on MiCUSP (the Michigan Corpus of Upper-Level Student Papers) students can find model student papers in their disciplines to use as models or to analzye disciplinary conventions in their fields. In the afternoon portion of the workshop, we participated in a workshop about one of these instructional technologies, of our choosing. I chose to participate in a workshop on Ant-Conc with UM Linguistics Professor Nick Ellis. On Ant-Conc, students can upload examples of their own writing and identify patterns in grammar, style, register, and other linguistic features. As a writing teacher, I found these workshops to be really useful for thinking about how to integrate different instructional technologies into my own writing instruction. Even as we received mentorship in how to use these instructional technologies and how to guide students through using them, we also discussed how these technologies might be used to help achieve specific learning goals in our courses.
H. Developing your Digital Media Pedagogy
I have designed and taught two different courses that make substantial use of digital media, fundamentally integrating digital media and technologies into the curriculum and pedagogy of the two courses.
H.1 The first, a required first-year writing course titled English 125: Writing and Academic Inquiry, includes two major digital media assignments. The first is a semester-long blog that students keep and post to six times throughout the semester. In this course, the blog is structured as a writing log where students keep track of their writing process for other major assignments in the course. For example, in the first four weeks of the course students write an argumentative personal narrative essay, which I refer to as the Social Significance Argument. This assignment is a 6-8 page paper in which students make an argument about a particular social issue of their choosing and integrate personal stories from their life with other source material in order to show the significance of the social issue they are arguing about.
Alongside this traditional print-based assignment, students also keep their blog, reflecting on successes and challenges in their writing process for the Social Significance Argument. For example, on their blogs, students might reflect on their experience drafting descriptions of their personal lives, or their experiences seeking out sources to include in their papers, or their experience of sharing their first drafts with their classmates in peer review groups. As part of their blog posts, students not only write about their writing processes, they also incorporate digital media such as memes, gifs, videos, music, links to online resources, and more. Notably, in these blog posts students combine found digital media with media they create themselves. So, while one student may link to a useful video about brainstorming that they found online, another student might record their own video that demonstrates their process of brainstorming ideas for the assignment. In these examples and others, students choose to integrate a range of found and original digital media into their blog posts. Additionally, students read and comment on one another’s blogs throughout the semester.
I have chosen to assign this set of blog posts for students to compose in order to pursue specific learning goals I have for the course. First, the course takes a writing about writing them in which students learn about writing rather than learning how to write. In other words, I strive to support students in my course in developing writing skills as well as developing knowledge about writing, writing processes, and rhetorical situations. The blog assignment, in addition to supporting students in integrating digital media into their writing, helps students to reflect on their own writing processes and thus to build knowledge about writing. Additionally, writing for the blog helps students to gain experience with digital media composing in a low-stakes assignment. In the contexts of a low-stakes assignments, students can try out composing new kinds of digital media that they may not have prior expertise or experience with and can take risks to master new skills and cultivate new knowledge about writing and composing with digital media.
This blog post also scaffolds up to a final Literacy Narrative Snapshot Video assignment in the course. In this assignment, students compose a video about a particular moment in their experiences with literacy. Students choose from twelve different options or topics to focus on in their videos including: a successful or challenging experience with writing or reading, their reading or writing inventory, their typical writing process, their experience joining a new discourse community, their experience moving between different discourse communities, and so on. As students compose these videos, they combine various forms of digital media in a variety of ways. Students often interview friends and family, compile photographs they’ve taken or images they have found online, record voiceovers, choose appropriate music and sounds to include in their videos, and create a credits page where they acknowledge contributors and sources included in the video. In these ways, students not only continue to build knowledge about writing but also learn to be more conscientious producers and consumers of digital media.
H.2 The second course in which I integrate substantial digital media assignments is an upper-level or advanced composition course titled English 225: Academic Argumentation. I designed this course with the theme of “Understanding and Making Arguments about Food.” In this course, students also keep a blog and compose a final video composition in the course. Because so many of the arguments that students encounter about food in their day to day lives are multimodal and often digital in nature, I wanted students to have an opportunity to reflect on, analyze, and respond to these arguments with digital media compositions of their own. For example, in their day to day lives, students encounter such multimodal and digital arguments about food as commercials on tv and online, print ads, food packaging itself, menus, documentaries, and news media. In blog posts for the course, students have the opportunity to share these texts, analyze, and respond to them. Specific blog posts in the course center on such themes as students’ memorable or formative personal experiences with food and relevant or controversial food topics in the news. For example, one student chose to write a blog post with a recipe about her favorite dish as a child.
As in English 125, blog posts in English 225 also scaffold up to a final video assignment. In English 225, the video assignment takes the form of a re-mediation; in other words, students re-mediate or revise and put into a new or different medium an argument they have made previously in the course. For this final assignments, students might choose to re-mediate one of their blog posts or one of their other major assignments in the course such as an argument from definition or a researched argument about a food topic of their choosing. For example, in her final re-mediation video, one student chose to revise a print-based research paper she had written about food as preventative medicine. This student decided to record interviews with doctors, nurses, and med students at UM. Another student re-mediated an earlier blog post he had written in which he reflected on cooking and grilling food with his dad at tailgates and football games when he was growing up. This student chose to integrate both photographs from his childhood and found media of tailgates in his re-mediation. In these examples and others, students not only make sophisticated arguments about contemporary food issues but also cultivate more mindful consumption and production of digital media.
I.1: In June of 2013 I attended the national Computers and Writing Conference in Frostburg, MD. At this conference I networked with other writing instructors from across the country and discussed the use of digital media pedagogy in our teaching. At this conference, I attended panels, presented at a panel myself, and attended several social or networking functions including dinners with keynote speakers, awards ceremonies, and roundtable discussions. In the panel where I presented and at several of the social events throughout the conference, I discussed my research project about digital media pedagogy.
Specifically, this research project analyzes textbooks as instructional tools that support teachers in teaching the production and consumption of digital and multimodal writing projects, including a wide range of textual and visual digital media such as presentations, photo essay, videos, websites, blogs, etc. This project was largely inspired by my own teaching where I often teach students to produce such digital media artifacts as blog posts and video compositions. From this experience networking with peers and colleagues who teach writing at different universities across the country, I reflected on and re-evaluated my own research and pedagogy as concerns digital media.
I.2: In July 2014 I attended the Council of Writing Program Administrators annual conference in Normal, Illinois. At this national conference, I gave a presentation about the use of digital media in my own teaching. Specifically, I reflected on my use of low-stakes blogging assignments through the semester as scaffolding for a later major assignment in which students create their own multimodal videos. Many students chose to re-mediate an earlier blog post they had written and turn that blog post into a video for the final major assignment in the course. At the CWPA conference, I networked with other teachers and reflected on the pitfalls and successes of my own attempts at teaching with digital media. Specifically as a result of this session and my discussions with other teachers, I considered that in future iterations of my courses I would better archive students’ videos on a shared course platforms so that students could access one another’s videos and learn from their classmates’ uses of digital media. In general, the conversations I had at the conference helped me to reflect on and adjust my use of digital media in my writing classes.
J. Reflecting on Teaching with Digital Media
I designed in this online portfolio to help me reflect on my experiences teaching with digital media and technologies. As I constructed my portfolio, I thought about the arc of my teaching experiences and realized that teaching digital media necessitates that you take seriously students’ expertise and the prior experiences and skills they bring to the classroom. I realized that integrating digital media into your classroom can be a good way to decenter authority in the classroom and invite students to take authority over their own learning. I also confirmed my own values in integrating both digital and multimodal artifacts and assignments into the classroom. As they learn to become producers of digital media, students also become more conscientious consumers of the digital and multimodal artifacts they encounter in popular media and increasingly in academic spheres. In these ways, digital media in the classroom prepares students to be mindful writers in their college courses and beyond.