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A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience: Toward Literacy Practices for Teaching and Learning in Multimodal Contexts

A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience: Toward Literacy Practices for Teaching and Learning in Multimodal Contexts

Christi Edge
Copyright: © 2019 |Pages: 34
ISBN13: 9781522563228|ISBN10: 1522563229|EISBN13: 9781522563235
DOI: 10.4018/978-1-5225-6322-8.ch005
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MLA

Edge, Christi. "A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience: Toward Literacy Practices for Teaching and Learning in Multimodal Contexts." Handbook of Research on Virtual Training and Mentoring of Online Instructors, edited by Jared Keengwe, IGI Global, 2019, pp. 76-109. https://doi.org/10.4018/978-1-5225-6322-8.ch005

APA

Edge, C. (2019). A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience: Toward Literacy Practices for Teaching and Learning in Multimodal Contexts. In J. Keengwe (Ed.), Handbook of Research on Virtual Training and Mentoring of Online Instructors (pp. 76-109). IGI Global. https://doi.org/10.4018/978-1-5225-6322-8.ch005

Chicago

Edge, Christi. "A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience: Toward Literacy Practices for Teaching and Learning in Multimodal Contexts." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, edited by Jared Keengwe, 76-109. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6322-8.ch005

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Abstract

This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.

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