Youths' learner-generated designs, instantiated in digital practices, spaces and artifacts, are underutilized in schools. Additionally, digital media tools are often taken up in reductive ways that serve to perpetuate deficit discourses for youth from nondominant communities, rather than reflect the creativity and innovation that youth practice…

Indicates that the teachers viewed the Internet's influence on reading as an extension of traditional literacy skills. Notes that the elementary teachers noticed an increase in their students' motivation to write when their work was published on the Internet for a greater audience, but the secondary teachers did not find that was the case. (SG)