New Literacies and Teacher Education: Preparing Preservice ELA (English Language Arts) Teachers to Teach 21st-Century Literacy Skills

• In Event: Developing Preservice Teachers’ Technological Pedagogical Content Knowledge With Digital Technologies and Communities of Practice

Abstract

The purpose of this study was to investigate the processes and products of preservice English language arts teachers using digital media in a reading methods course designed, in part, to prepare them to teach 21st century literacies in their future k-12 classrooms. The study explored the social practices and types of knowledge produced as preservice teachers created digital media products. This study, part of a larger qualitative project exploring how English language arts pre-service/in-service teachers use digital media technologies in their respective classrooms, revealed that preservice teachers engaged in many of the social practices associated with new literacies, such as multitasking and engaging in networked communication. Knowledges produced included traditional literacies, understanding of “other,” and reconceptualized identities as reading teachers.

Authors

• Jennifer M. Conner-Zachocki, Indiana University - Purdue University at Columbus

• Mary Beth Hines, Indiana University

• Jenna McWilliams, Indiana University