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Literacy in K-12 Teacher Education: The Case Study of a Multimedia Resource

Literacy in K-12 Teacher Education: The Case Study of a Multimedia Resource

Kristina Love
Copyright: © 2006 |Pages: 24
ISBN13: 9781591404941|ISBN10: 1591404940|EISBN13: 9781591404965
DOI: 10.4018/978-1-59140-494-1.ch027
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MLA

Love, Kristina. "Literacy in K-12 Teacher Education: The Case Study of a Multimedia Resource." Handbook of Research on Literacy in Technology at the K-12 Level, edited by Leo Tan Wee Hin and R. Subramaniam, IGI Global, 2006, pp. 469-492. https://doi.org/10.4018/978-1-59140-494-1.ch027

APA

Love, K. (2006). Literacy in K-12 Teacher Education: The Case Study of a Multimedia Resource. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of Research on Literacy in Technology at the K-12 Level (pp. 469-492). IGI Global. https://doi.org/10.4018/978-1-59140-494-1.ch027

Chicago

Love, Kristina. "Literacy in K-12 Teacher Education: The Case Study of a Multimedia Resource." In Handbook of Research on Literacy in Technology at the K-12 Level, edited by Leo Tan Wee Hin and R. Subramaniam, 469-492. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-494-1.ch027

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Abstract

Midway through the first decade of the new millennium, teachers are still facing considerable challenges in dealing with the complex forms of literacy that are increasingly required for success across the K-12 curriculum in Australia. Three critical areas in particular need to be addressed in teacher education in this regard: teachers’ knowledge about text structures and about how language functions as a resource in the construction of a range of spoken, written, and multi-modal genres; teachers’ understanding of language and text as critical socio-cultural practices and how these practices build disciplinary knowledge across the K-12 curriculum; and teachers’ capacity to choose models of pedagogy that allow learners to master new literacy practices, transform meanings across contexts, and reflect substantively on learning through language. In this chapter, I will outline how a video-based interactive CD-ROM entitled BUILT (Building Understandings in Literacy and Teaching) was developed for use in teacher education to address these concerns. I will conclude by signalling some of the challenges that remain for teacher educators training novice teachers to scaffold, through ICT, their K-12 students into an important range of literacies.

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