ABSTRACT
This chapter primarily deals with “traditional” essayist literacy drawing on data from the unit 2 of the course focusing on essayist and information literacies, and considers how we can make essayist literacy instruction and writing assignments steeped in that tradition inclusive and pertinent to a diverse body of students already immersed in the multimedia and multiliteracy contexts. To that end, the whole chapter revolves around one central question: What does an essayist literacy look like in the 21st century classroom? Or alternately, in the context of students’ multiliteracy practices, how do our students negotiate multiple literacies—including essayist literacies—in a 21st century classroom?
