• Digital/media literacies ;
  • Information and communication technologies;
  • New literacies;
  • Specific media (hypertext, Internet, film, music, etc.);
  • Visual literacy;
  • Motivation/engagement ;
  • Affective influences;
  • Choice;
  • preference;
  • Expectations;
  • Interest;
  • Research methodology ;
  • Action research, teacher research;
  • Qualitative;
  • Theoretical perspectives ;
  • Semiotics;
  • Sociocultural;
  • Writing ;
  • Modes;
  • Purpose;
  • Writing process;
  • Writing to learn


This article describes five middle school students' experiences as they moved with mobile devices to produce digital narratives in a twelve-week digital media enrichment course designed and led by the authors. In the course, iPod Touches were often the exclusive tool for media composition. The authors, as teacher-researchers, designed the course to investigate students' literacies and digital media production processes with mobile devices and apps. Analysis focuses on how students' movements with these devices affected their meaning-making and their experiences of and connections to people, places and things in their school. Data presented in two vignettes describe how students developed counter-mobilities essential to their development as mobile composers. The article develops a framework for considering the mobilities of bodies within socially constructed spaces for literacy learning, and contributes to the nascent body of research on youths' literacies with digital, mobile devices.