Multimodal composing using digital media has long emphasized forms of meaning making that extend beyond printed text to include a wider range of available semiotic resources. However, recent research has complicated this notion by highlighting how this availability does not follow inevitably from digital tools but arises from the interplay of their often invisible infrastructures (e.g., hardware, interfaces, algorithms, code). Using data from a technology‐rich humanities classroom, the authors explore three frictions that surfaced as students worked within and against these infrastructures to create a collaborative digital story. The authors show how attending to such frictions can open opportunities for inquiry and instruction related to the hidden infrastructures that condition multimodal composing in digital environments. Critical understandings of these infrastructures can support educators in creating more equitable conditions for multimodal literacy learning.

中文翻译：

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重新思考多模式合成中的可用性：数字设计中的摩擦

长期以来，使用数字媒体进行的多模式合成一直在强调意义的形成形式，这些形式已经超出了印刷文本的范围，涵盖了更多的可用符号资源。但是，最近的研究通过强调这种可用性不是不可避免地遵循数字工具，而是由于它们通常不可见的基础结构（例如，硬件，接口，算法，代码）之间的相互作用而变得复杂，从而使这一概念变得复杂。利用来自技术含量高的人文课堂的数据，作者探索了三种摩擦，这些摩擦在学生在这些基础结构内部和内部工作以创建协作式数字故事时出现。作者展示了如何解决这种摩擦可以为与数字环境中限制多模式合成的隐藏基础结构相关的查询和指导提供机会。