Multimedia, Oral History, and Teacher Education: From Community Space to Cyberspace

Multimedia, Oral History, and Teacher Education: From Community Space to Cyberspace

Jenifer Schneider (University of South Florida, USA), James R. King (University of South Florida, USA), Deborah Kozdras (University of South Florida, USA), James Welsh (University of South Florida, USA) and Vanessa Minick (University of South Florida, USA)
DOI: 10.4018/978-1-60566-842-0.ch011


The study took place at a Catholic PreK-8 school/parish where two faculty instructors taught undergraduate methods courses. At the parish site, the pre-service teachers worked with elementary students to create a range of multi-media projects. These projects showcased the oral histories of the people, places, and events of the school and church community and allowed the pre-service teachers to integrate technology into their teaching. The researchers analyzed observational, interview, and textual data and found a range of behaviors that reflected the pre-service teachers’ familiarity/unfamiliarity with technology, teaching, and the community in which they were learning. As a result, their attempts at learning through and teaching with technology, along with our attempts to teach with and learn through technology, revealed a multiplicity of enactments of fast literacies (Schneider, King, Kozdras, Minick, & Welsh, 2006). In this chapter, we share examples from the themes of our analysis, which reflect Kinzer’s (2005) notion of the “intersection” between school, community, and technology.
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Literacy researchers, theorists, and organisations have called for changes in educational curriculum to include “New Literacies” (e.g., Alvermann, 2002; Lankshear & Knobel, 2003; National Council of Teachers of English, 2005; New London Group, 1996). In order to promote these new digitally-based, multi-mediated literacies, The International Reading Association has stated, “The Internet and other forms of information and communication technology (ICT) are redefining the nature of literacy. To become fully literate in today’s world, students must become proficient in the new literacy of ICT” (International Reading Association, 2001). Our current project is undertaken in the context of newer, media-based literacies, shaped by suggestions from Kalantzis and Cope (2004) and Kinzer (2005) to connect real-world experiences to school literacies.

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