Abstract
It has been widely understood by English teachers and scholars that the concept of literacy should be expanded and classroom practices should be adjusted in response (Applebee, 1993; Friere & Macedo, 1987; Said, 1983; Street, 1984). Still, teachers cling to teaching the same classic texts in the same way they have been taught for decades (Goodwyn, 2001). Though most agree that expanding the definition of literacy and incorporating digital and social practices are necessary to best serve students (Al-Shalabi et al., 2011; Gallo, 2001, Gee, 2000), resistance and reluctance to abandoning traditional texts and teaching methods not only persists, but pervades literature studies around the world (Graness, 2018; Truman, 2019). This project incorporates sociocultural theory (Gee, 2000; Street, 1984; Vygotsky, 1978) and critical approaches (Friere & Macedo, 1987; McLaughlin & Allen, 2009) with new literacies (Lankshear & Knobel, 2011).