Composition 2.0: Pedagogy and The Digital Imperative

 

In a 2010, special edition of Computer and Composition, guest editors Michael Day, Randall McClure, and Mike Palmquist, introduce a new pedagogical lens, “Composition 2.0, a movement defined by its iterative, collaborative, and participatory approach to composing and working with information” (2). 

 

J. Elizabeth Clark assesses these changes in composition and poses the Digital Imperative. Clark suggests that the composition classroom should “immerse students in analyzing digital media, in exploring the world beyond the classroom, in crafting digital personae, and in creating new and emerging definitions of civic literacy” (28).