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The focus of the chapter is on disputes around corporate social responsibility (CSR) in the fossil fuel industry and how media and social networking technologies are deployed in a virtual war between oil corporations and dissident, activist and protest groups.

Communications by BP, Shell, and their opponents in this virtual war are compared, especially in relation to the creative use of the internet, digital technologies, and social media. Through a case study approach, the chapter shows how communications often center on contested notions of CSR and claims by the oil giants about their environmental impact, which opponents dismiss as “greenwashing.” The various techniques deployed by both sides in this wide-ranging “PR war” are explored and contrasted in detail.

The findings for each case study reveal the diverse, complex, and changing nature of the relationship between the oil industry and its critics. The chapter concludes by arguing that if CSR is seen as “greenwashing” by the public, it is only likely to fuel widespread skepticism of the oil and gas sector and of corporate claims about the environment more generally.

The research offers a snapshot of online and social media campaigns and PR strategies and tactics within the oil and gas industry rather than empirically grounded set of findings that can be easily applied to other fields.

Practical implications include attention to inflated or understated claims and the use of citizen testimony and humor to puncture CSR “rhetoric.” There is consideration of use of digital technologies by activists and attention to the way public debates and consultations are conducted. The need for a more respectful engagement with local communities by all parties engaging in public relations is underlined.

The chapter applies the concept of “asymmetrical warfare” from conflict studies within the media and communications tradition to provide a fresh revaluation of the term “PR war,” It offers a rare focus on online efforts by activist to subvert CSR-related branding, marketing, and communications. Discussion of the use of parody alongside factual and emotional arguments to challenge corporate hegemony also provides revealing insights.

Purpose – To help teacher educators understand how to more fully prepare pre-service teachers (PSTs) for meaningful and effective instruction with multimodal texts and the underlying technologies.

Design – This mixed methods investigation employed designed-based research in that as the authors observed and gathered data on PSTs’ outcomes within the context of a literacy methods course, the authors also engaged in an iterative process of collaborative design to develop a sustainable instructional model across three academic semesters with three cohorts of PSTs. The authors analyzed pre- and post-PST surveys measuring their knowledge of, disposition toward, and self-efficacy with technology and technology in teaching as well their intent to use technology in their future teaching. The authors also coded and analyzed PST lesson plans completed across each semester for instances of meaningful integration of multimodal texts and the underlying technology, and sound literacy instruction. Finally, the authors closely examined differences in how the course was shaped and “reshaped” across all three iterations and noted any differences in PST outcomes related to these shifts.

Findings – Overall findings suggest that enrollment in the literacy methods course improved both PSTs’ self-efficacy and knowledge about teaching with technology while also supporting PSTs’ ability to develop sound literacy instructional plans. Moreover, strategic positioning of multimodal texts and technology, in which integration is seamless, can help PSTs meaningfully and effectively weave multimodal text sets into their literacy lesson plans.

Practical Implications – This chapter contributes to the literature on integrating multimodal texts and the underlying technologies into PST programs by providing explicit, research-based recommendations for how teacher educators can meaningfully and seamlessly infuse multimodal text sets into core curricula and instructional practices.

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