This dissertation explores definitions and perceptions of both digital literacy and technology related professional development of community college writing teachers. Specifically, through interviews with six writing faculty at the college level, I discuss how faculty think about, talk about, and learn digital tools and technology in the community college setting. My analysis presents a rich understanding of how the writing faculty at my own community college perceive the connection between digital writing and their core responsibilities as writing teachers as well as reveals key traits of effective technology related professional development program design for community college writing faculty.
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