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2. Similarly, Kress and Leeuwen take the “multi-­skilled person” capable of freely choosing between modes of expression as a given, a “point of departure” in order to move along to a study of multimodal semiotics (Multimodal Discourse, 2). It is also important to note that Selber is not uncritically invoking this ideal student. His entire book is written along the faults of the digital divide, and is centrally about how “teachers and students should be mindful of ways in which they can unwittingly promote inequitable and counterproductive technological practices” (8).


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