Civic writing has appeared on walls over centuries, across cultures, and in response to political concerns. This article advances a civic interrogation of how civic writing is publicly authored, read, and discussed as openly accessible and multimodal texts on digital walls. Drawing upon critical literacy perspectives, we examine how a repertoire of 10 civic writing practices associated with open web annotation (OWA) helped educators develop critical literacy. We introduce a social design experiment in which educators leveraged OWA to discuss educational equity across sociopolitical texts and contexts. We then describe a single case of OWA conversation among educators and use discourse analysis to examine shifting situated meanings and political expressions present in educators’ civic writing practices. We conclude by considering implications for theorizing the marginality of critical literacy, designing learning environments that foster educators’ civic writing, and facilitating learning opportunities that encourage educators’ civic writing across digital walls.

中文翻译：

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数字墙上的公民写作

几个世纪以来，公民写作已经出现在墙上，跨越文化，并回应政治关切。本文提出了公民写作如何作为数字墙上公开访问和多模式文本公开创作、阅读和讨论的公民审问。从批判性素养的角度出发，我们研究了与开放网络注释 (OWA) 相关的 10 种公民写作实践是如何帮助教育工作者培养批判性素养的。我们介绍了一项社会设计实验，在该实验中，教育工作者利用 OWA 来讨论跨社会政治文本和背景的教育公平。然后，我们描述了教育者之间 OWA 对话的一个案例，并使用话语分析来检查教育者公民写作实践中存在的情境意义和政治表达的变化。