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Introduction
The November issue of RTE once again contains the Annual Annotated Bibliography of Research in the Teaching of English. The 2010 version of the bibliography involves a major change-the bibliography is now available solely as a downloadable pdf file at http://www.ncte.org/journals/rte/issues/v45-2. As the length of the bibliography has grown from 15 pages in 2003 to 88 pages in 2010, we and the editors of the journal concluded that the bibliography should not compete for limited print space with research reports and that it could be more useful for readers if it were in a more searchable pdf file format (see description at the end of this introduction).
In addition to an increase in the sheer number of studies reported in this bibliography, as editors of the annotated bibliography, which we have been compiling since 2003, we have noted a number of trends in the types of research published over the past seven years, trends that reflect changes in English teaching. One of the most pronounced developments since 2003 has been the increased number of studies related to the use of digital/technology tools (e.g., blogs, wikis, online forums, podcasts, digital storytelling/video, etc.) in teaching English, studies that often appear in the growing number of newly created open-access learning technology journals (http://tinyurl.com/24pyzp5). Given the explosion of research on uses of digital/technology tools in teaching English, in 2009 we split what had been one category, "Technology/Media/Information Literacy," into two separate categories, "Digital/Technology Tools" and "Media Literacy/Use," with the former referring to research on uses of digital/technology tools to teach English as well as students' uses of digital tools and the latter referring to research on analysis and production of media in the classroom as well as students' media use in the home. While a number of studies in the 2010 Bibliography document the increased use of digital/media tools in the English classroom, they also suggest that given students' heavy use of digital/media tools in their homes, issues of integration and adoption of digital/ media tools in largely print-based curriculum frameworks remain a challenge for English teachers. For example, as the nature of writing has changed to more online, multimodal, remixed forms of communication for multiple, often global, audiences, composition researchers (see "Writing") have increasingly focused on...