Outside of the ELA classroom, the creative work of effective speakers and writers can be found in a wide array of media genres and forms, including journalism, blog posts, advertising, political campaigns, YouTube videos, social media, Buzzfeed-style listicles, photo essays, podcasts, infographics, and many other forms. Many students are more familiar with these forms than they are with traditional academic writing genres (Hobbs et al., 2019). When students can compose in a genre that they are familiar with and enjoy, they can explore ideas and issues in ways that academic writing alone cannot provide, often by deepening their emotional response to texts (Smith, 2018). Because not all students have the same access to compose and share digital media outside of the classroom, teachers can address issues of equity in media participation by providing students multiple opportunities to write and remix media genres within the classroom, as part of a media-rich academic writing curriculum. To this end, teachers benefit from developing confidence to implement instructional strategies that include
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