摘要：Introduction Educational policy and curriculum documents urge schools to produce a technologically literate workforce, while educators grapple with incorporating new technologies, texts and spaces, such as blogs, into literacy pedagogy. The Australian Curriculum: English (hereafter ACE) (Australian Curriculum Assessment and Reporting Authority (hereafter, ACARA), 2015) for example, demands students learn to construct online texts. This requires an understanding of how such texts work. Authors of online texts draw upon modes of meaning-making in different ways from those used by authors of paper-based texts (Kress, 2005). Further, online text construction and dissemination can transcend classroom walls. These changes to text composition necessitate 'a social, pedagogical, and semiotic explanation' (Bezemer & Kress, 2008, p. 116). Being part of Web 2.0, the social web, means engaging in a 'participatory culture' (Jenkins, Clinton, Purushotma, Robinson & Weigel, 2006). The social web enables everyday users to obtain and contribute information. In addition, Web 2.0 incorporates novel technological meaning making--or techno-semiotic--resources, such as tags and comments. Many technosemiotic resources facilitate interactions between authors and readers inviting 'new techno-social practices ...' (Gillen & Merchant, 2013, p. 48). Both consuming and constructing online texts are interpersonal endeavours (Zappavigna, 2012), and are often, as we propose, co-authored undertakings.
