ABSTRACT
In this chapter, data are drawn on from a 4-year study of children's video production to examine some of the trends and tensions in teachers' digital multiliteracies work with their 8-, 9-, and 10-year-old students. As teachers sought to recontextualize digital multiliteracy practices as schooled practices, conflicting, often contradictory, notions of creativity and assessment surfaced; additionally, pressures for curricular standardization and large-scale high-stakes testing influenced teacher and researcher practices over time. Sketches of four teachers are used to consider the developmental trajectories of teachers and students' digital multiliteracies skills in context. The chapter focuses on tensions between creativity, assessment, and curriculum that resulted from this process, and also addresses challenges involved in teacher education and development in relation to digital multiliteracies.
