ABSTRACT
Traveling toward experience, this chapter examines the nexus of digital rhetorics and literacies in education. It considers distinct contributions of digital rhetorics and digital literacies, and maps a resulting transdisciplinary lens in seeing anew the identity resonances of youth mobilities, techne, and multimodal praxis. This perspective asks people to engage as educators and researchers in practicing a theory as opposed to only studying or evaluating a practice in retrospect and relation to preexisting forms. Framed as postprocess pedagogy, Arroyo suggests electracy as an entry point into theory making and praxis only rendered intelligible through its action, suggesting alternative perspectives on process and practice. Digital writing is a postprocess theory. In an age of mobile media and locative literacies, as composing shifts from the page and toward the network, work on and with digital writing demands such a key change.
