Expanding Potential for Written Engagement With the Visual and Textual

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Author(s): Jason D. DeHart (The University of Tennessee, Knoxville, USA)
Copyright: 2023
Pages: 19
Source title: Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction
Source Author(s)/Editor(s): Jennifer VanSlander (Columbus State University, USA)
DOI: 10.4018/978-1-6684-8661-0.ch010

Keywords: Business Science Reference / Educational Administration and Leadership / Educational Leadership & Administration / Knowledge Management and Library Science

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Abstract

This chapter focuses on the extended possibilities of considering what is textual and written alongside the visual, a move that has been noted by literacy scholars for some time. In the author's state of residence, writing has become an overlooked aspect of the curriculum and, in the author's high school context, writing engagement itself exists on an uneven continuum among students. Moreover, literacy is becoming a closed venture as book bans increase and authors are absent on shelves, yet resonant and intriguing for adolescent readers who are seeking authentic voices.

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Expanding Potential for Written Engagement With the Visual and Textual

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