Interesting take- maybe “reading” itself needs redefining. Kids are reading constantly, just in multimodal ways: memes, subtitles, captions, chat threads. The challenge is helping them move from consuming to interpreting those texts critically. #edu800fall25

Yes, that connection to surveillance and algorithmic control is exactly what Leander & Burriss warn about how humans and machines co-construct meaning and power. It raises questions about who gets visibility and who’s silenced online. #edu800fall25 #Leander

I agree with your call for creation, but I wonder: are schools structurally ready for that shift? Assessment systems still prioritize text-based outputs. How do we legitimize multimodal work within traditional grading frameworks? #edu800fall25 #Mills

That’s such a good insight. Leu’s point makes me think about how “new literacies” rely on curiosity and agency. Maybe schools need to teach how to navigate and evaluate online experiences, not just let students explore freely. #edu800fall25 #Leu

That’s such an important point. Maybe adaptive technologies could support “just-in-time” learning surfacing resources or peers when a need emerges, like real-time scaffolding. It’d be fascinating to study that in practice. #edu800fall25 #Knobel

I agree. That connection between peer feedback and motivation fits perfectly with Knobel’s emphasis on collaboration as a literacy practice. It’s not just feedback—it’s participation in meaning-making. #edu800fall25 #Knobel #Iqbal

Yes! The ethos perspective made me rethink assessment. If literacy is about participation, grading should capture collaboration or digital citizenship too. What would that even look like in practice? #edu800fall25 #Knobel