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Using mixed methods and data from eighty-seven first-year students, the study analyzes survey results, pre/post questionnaires, interviews, and writing-about-writing essays. Findings reveal that 39.6% of students feel constrained rather than liberated by technology, shaping identity politics and prompting “hypermediated fractures” as a key term for feminist and digital literacies pedagogy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hypermediated-fractures-feminist-composition-pedagogy-and-the-hypermediated-fractures-in-the-contact-zone/599579/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hypermediated-fractures-feminist-composition-pedagogy-and-the-hypermediated-fractures-in-the-contact-zone/599579.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two research questions does the article focus on?","Question",{"text":112,"@type":113},"It asks whether multimodal composition teaching in first-year writing has detrimental implications, and if so, what pedagogy’s role is in mediating those outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The study uses a mixed-methods approach, including surveys, pre/post-semester questionnaire data, transcribed interviews, and writing-about-writing essays.",{"name":119,"@type":110,"acceptedAnswer":120},"What key finding relates to students’ experiences with technology?",{"text":121,"@type":113},"39.6% of the participating first-year students reported feeling constrained rather than liberated by technology and believed it amplifies their position within a literacy hierarchy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599579,1792170885,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CF 25: “Hypermediated Fractures” by Jessica Blackburn Page 1 of 19  \nComposition Forum 25, Spring 2012 [http://compositionforum.com/issue/25/](http://compositionforum.com/issue/25/)  \nFeminist Composition Pedagogy and the Hypermediated Fractures in the Contact Zone  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)]  \nJessica Blackburn  \nAbstract: This article addresses two central research questions: (1) Are there possible detrimental implications to teaching multimodal composition in first-year composition? (2) If so, what is pedagogy’s role in mediating these outcomes? Guided by these questions and focused on the responses of eighty seven first-year composition students, a mixed-methods research approach is engaged through surveys, pre/post-semester questionnaire data, transcribed interviews, and writing-about-writing essays. Uncovering the 39.6% of students who—through this research—are discovered to feel constrained rather than liberated by technology and who believe that technology amplifies their place in the literacy hierarchy, this article articulates the identity politics inside the multimodal composition classroom and introduces the term “hypermediated fractures” into the pedagogical conversations surrounding feminist pedagogy and the teaching of digital literacies in first-year composition.  \nHistorically, literacy instruction has authorized versions of literacy that have been increasingly separated from the contexts that make these literacies meaningful, a process that, particularly in the United States, has culminated in classrooms designed to teaching nothing but writing and reading. As purportedly context-free literacies, these institutionalized ways of writing and reading authorize a cultural capital that often lacks a legitimacy for the communities in which the literacy instruction occurs, a cultural capital that nonetheless is inscribed upon students (and teachers alike) in a paternalism that some have characterized as acts of violence.  \n—Christopher Schroeder, Alt/Dis  \nSlowly but surely, previously nonacademic discourses are blending with traditional academic discourses to form the new “mixed” forms. These new discourses are still academic, in that they are doing the intellectual work of the academy—rigorous, reflective scholarship [;] …they allow their practitioners to do intellectual work in ways they could not if confined to traditional academic discourse.  \n—Patricia Bizzell, Alt/Dis  \nAlt/Dis: Alternative Discourses and the Academy, edited by Christopher Schroeder, Helen Fox, and Patricia Bizzell, speaks to the progressive vision found in the field of composition studies. With scholars like Schroeder commenting on the “acts of violence” committed against our students when we teach “context-free literacies” and with Bizzell commenting on new, blended forms of writing as alternatives to confining “traditional academic discourse,” we see the field continuing its commitment to synchronizing itself with the surrounding cultural ecologies. Furthermore, early millennium texts such as Alt/Dis speak to the swiftness of the field’s willingness to take stock of its paradigmatic, critical, pedagogical approaches to literacy at the dawn of the twenty-first century. Consequently, as increasing numbers of our first-year composition (FYC) students enter the academy as digital natives  \n[http://compositionforum.com/issue/25/hypermediated-fractures.php](http://compositionforum.com/issue/25/hypermediated-fractures.php)  \nCF 25: “Hypermediated Fractures” by Jessica Blackburn Page 2 of 19  \nwho learned to read and write through the filter of a computer (think: Schroeder’s “cultural capital” [181]), we see many of our students’ nonacademic discourses being encouraged by faculty todo as Bizzell suggests and blend “with traditional academic discourses to form the new ‘mixed’form”(3) . As a result and in the case of the FYC classroom, we see an inc","cbCaiqbvzIxNiJSZ","https://ap.wps.com/l/cbCaiqbvzIxNiJSZ","pdf",82889,"English","# Abstract\n# Context-Free Literacies and Cultural Capital\n## Acts of Violence and Alternative Discourses\n# Mixed “Mixed” Forms in Composition Studies\n## WPA Endorsed Multimodal Outcomes\n# Progression Toward Digital Literacies","[{\"question\":\"What two research questions does the article focus on?\",\"answer\":\"It asks whether multimodal composition teaching in first-year writing has detrimental implications, and if so, what pedagogy’s role is in mediating those outcomes.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study uses a mixed-methods approach, including surveys, pre/post-semester questionnaire data, transcribed interviews, and writing-about-writing essays.\"},{\"question\":\"What key finding relates to students’ experiences with technology?\",\"answer\":\"39.6% of the participating first-year students reported feeling constrained rather than liberated by technology and believed it amplifies their position within a literacy hierarchy.\"}]","Hypermediated Fractures - Feminist Composition Pedagogy and the Hypermediated Fractures in the Contact Zone | PDF",1792089046,48]