Teenagers and multimodal digital writing in a written communication course during the COVID-19 pandemic

Centennial teenagers have complex multimodal literacy practices that need to be examined for incorporation and assessment in higher education. This article explores how students in a distance written communication course at a Peruvian university use multimodal literacy practices to express the complexity of their thematic interests: gender violence, technology and video games, and the COVID-19 pandemic. For this, we highlight how students use various semiotic resources in order to represent their critical perspective on their thematic choices and the challenges posed by digital writing in the construction of their identity.