Practically everyone agrees that writing is changing, as writers compose more on screen than in previous generations. But how has this change in what we consider “writing” affected teachers' classroom practice? In the context of emerging multiliteracies, what are teachers' goals for their students' learning? How have teachers revised their definitions of writing in the age of digital literacy? How are these expressed as changes in their classroom practice? And what new writing do the students produce?  

The primary goal of this edited collection is to examine the ways in which teachers in grades 4 to 13 understand changes in writing, and to examine the ways in which these changed understandings are reflected in their classroom practice and in their students' work, particularly given reductive definitions of writing now current in national and statewide testing. Classroom teachers will principally author chapters in this collection. Each chapter will include the teachers' understandings of the ways in which writing has changed, new goals for students' learning, and the ways in which the teacher has adapted curriculum and classroom practice to respond to these changes. Chapters would include excerpts from students' new writing and the teacher's criteria for assessing this writing.

Editors Anne Herrington, Kevin Hodgson, and Charles Moran seek 500-word proposals for chapters of 3,000–4,000 words. The deadline for proposals is January 15, 2007. Please email proposals as Word or RTF attachments to cmoran@english.umass.edu.