Given the multimodal and collaborative nature of digital literature along with the ways it often embodies the theories informing its artistic production, approaches to exploring both the creation and study of the form must abandon legacy pedagogies in favor of disruptive, student-driven course experiences. This work must further include explorations of digital culture, means of production, multimodal literacies, and connections with various definitions of literature ranging from print to auditory to visual forms. To accomplish this, instructors must move from more traditional hierarchical roles to those of facilitator and participant, committing consistently to returning decision-making work to the students.
Clark, Michael D.
"Toward Disruptive Creation in Digital Literature Instruction,"
Journal of Creative Writing Studies: Vol. 4:
1, Article 3.
Available at: https://scholarworks.rit.edu/jcws/vol4/iss1/3
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