This chapter suggests a social constructivist model for engaging students in digital texts and composition. Partial results are shared from a three-year project, Virtual Vacations, which focused on creating digital texts from virtual experiences exploring different geographic settings in a mixed age elementary group. Three participants in this case study provide evidence of students' strategic knowledge pertaining to the use of digital tools for literacy tasks. The authors provide suggestions for teachers of digital natives such as this one: teachers need to scaffold instruction to balance the duality between digital tasks and literacy skills.
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