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The Teachers They Are Becoming: Multiple Literacies in Teacher Pre-Service

The Teachers They Are Becoming: Multiple Literacies in Teacher Pre-Service

Lorayne Robertson, Janette Hughes
Copyright: © 2012 |Pages: 13
ISBN13: 9781466617889|ISBN10: 1466617888|EISBN13: 9781466617896
DOI: 10.4018/978-1-4666-1788-9.ch009
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MLA

Robertson, Lorayne, and Janette Hughes. "The Teachers They Are Becoming: Multiple Literacies in Teacher Pre-Service." Trends and Effects of Technology Advancement in the Knowledge Society, edited by Miltiadis D. Lytras and Isabel Novo-Corti, IGI Global, 2012, pp. 127-139. https://doi.org/10.4018/978-1-4666-1788-9.ch009

APA

Robertson, L. & Hughes, J. (2012). The Teachers They Are Becoming: Multiple Literacies in Teacher Pre-Service. In M. Lytras & I. Novo-Corti (Eds.), Trends and Effects of Technology Advancement in the Knowledge Society (pp. 127-139). IGI Global. https://doi.org/10.4018/978-1-4666-1788-9.ch009

Chicago

Robertson, Lorayne, and Janette Hughes. "The Teachers They Are Becoming: Multiple Literacies in Teacher Pre-Service." In Trends and Effects of Technology Advancement in the Knowledge Society, edited by Miltiadis D. Lytras and Isabel Novo-Corti, 127-139. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1788-9.ch009

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Abstract

The authors review all aspects of a Language Arts methods course for pre-service teachers, one which employs a multi-literacies pedagogy (The New London Group, 1996) and is taught at a laptop-based university. The course begins with a deliberate immersion into the complexities of multiple literacies, including digital literacy and critical literacy. The authors outline the course assignments, resources and instructional goals to determine how technology impacts pre-service teacher learning and intended future practice. The qualitative data sources include digital artifacts such as digital literacy stories, book talks that focus on social justice issues, and media literacy lessons. In addition, the researchers draw from cross-program data based on teacher candidate reflections and interviews. The data suggest that both the use of digital technology and a multi-literacies pedagogy can help pre-service teachers reflect on personal experiences to develop literacy teaching and learning practices that have transformative elements.

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