This paper presents an analysis of multimodality in a virtual learning environment as well as the appropriation of new genres and academic literacy experienced by students in an undergraduate blended course. The objective was to understand the relationships that individuals construct among themselves and with the multimodal environment itself through online writing. The results demonstrated that multimodality influences choices, navigation, and one's own writing style. It could be observed that the text and the discourse produced by these individuals in this environment are modified over time, influenced by the relationships established among themselves, with the technology itself, and with academia.
multimodality; academic literacy; genre
