Author: Stephen Quigley

Stephen Quigley teaches technical communications and digital media production at the University of Pittsburgh. His work has been published in Kairos, Computers and Composition Online, Ulmer's Textshop Experiments, The Writer's Chronicle, and New Writing.

In this review, I discuss a visual web design tool called Webflow and argue that this design tool, which requires no coding, will significantly improve your students’ coding literacy. Rather than a design tool for authoring formulaic representations, one that might distance our students from the code and the basic coding literacy Annette Vee (2017) claims is fundamental to understanding and reconstituting our relationship with technology (p.4), what I found was that students using Webflow could more easily understand code and were more interested in learning to write code having worked with this program. My own growing intimacy with code…

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