ABSTRACT
This chapter shows how easy it is to make links between more typical school literacy projects and digital literacy projects, even critical digital literacy projects. The progressive, child-centered teachers at Esperanza School wanted to integrate digital literacy projects into their daily curricula in order to provide their students with access to, and participation in, what Finn (2009) terms powerful literacies. The chapter focuses on design-based research models to maintain theoretical and methodological perspectives while opening the project up to other data generation and collection methods. The attention to narrative writing here and elsewhere in the standards ensure its place as a 'socially powerful discourse and practice' in elementary schools. In the Common Core, expository writing 'serves one or more closely related purposes: to increase readers' knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept'.
