Since Spring semester 1994, we have explored the consequences of student authoring in hypertext/multimedia environments. We believe that authoring in hypertext/multimedia software is central to English language arts, so we give it a prominent place in our English and Communications teacher education course work.
We began this research with a socio-constructivist position that students would further their understandings of ideas as they sought to represent them in hypermedia textual forms. In addition to finding this to be the case, we believe that the ability to juxtapose multiple texts (images, words, music) and interpretations also supported a critical literacy practice as students examined cultural issues of power, gender, race, and class by hyperlinking personally relevant multimedia representations.
This site shares some of the students' hypermedia projects: