Communication is the result of meaning making based on one’s frames of knowing. For students, those frames of knowing derive heavily from multimedia communication, including social networking sites, that allow them to be the makers of content. In this study, I followed an eighth‐grade student who fluidly negotiated a multitude of available social technologies, integrating them in unique and personal ways to help her attain deep and complex literacy levels. Of significance is that her engagement with these literacies was done in ways invisible within school settings and could easily be unseen, overlooked, ignored, or undervalued, failing to reveal an accurate depiction of her literacy knowledge and skills. I used the multiliteracies’ concept of design to frame the study, and I provide suggestions for educators to better identify unobserved literacy practices.

中文翻译：

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“有时候，我只是大发雷霆”：一名中学生如何谈判多式联运平台

交流是基于一个人的认知框架进行的意思表达的结果。对于学生来说，这些知识框架很大程度上来自多媒体交流，包括社交网站，使他们成为内容的创造者。在这项研究中，我跟随一位八年级学生，他流畅地协商了多种可用的社交技术，并以独特和个性化的方式将它们集成在一起，以帮助她达到深远而复杂的识字水平。重要的是，她在学校环境中以看不见的方式从事这些识字工作，很容易被看不见，忽视，忽略或低估，从而无法准确地描述她的识字知识和技能。我用多元文化的设计理念来构架研究，