Interwoven Identities: Expanding Preservice Teachers' Literacy Identities Through Multimodal Experiences

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-1 - Division K Section 3 Poster Session 1

Abstract

This study explores the ways multimodal learning experiences within a literacy methods course impact preservice teachers’ writing identities as preservice teachers and how this translates into pedagogical decisions in the classroom. We address the implications of facilitating a multimodal environment within a teacher preparation writing methods course and simultaneous field experience. Specifically, we explore how preservice teachers evolve in their own identities as writers, how multimodal experiences provide affordances for learning within teacher education courses, and we propose a framework for understanding how multimodal experiences potentially transfer into authentic classroom practices.Preservice teachers will potentially enter classrooms as activists for change, therefore, it is imperative to explore how preservice teachers develop a fluency for enacting a multimodal literacy curriculum.

Authors

• Margaret Billings Krause, University of South Florida

• Julia Hagge, University of South Florida