Filling in the Gaps: Practicing Middle School Teachers' Multiliteracies Knowledge

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-11 - Issues in Middle-Level Instruction and Planning

Abstract

This paper examined how 5 practicing middle school English teachers in a suburban Western 6-12 school made sense of and engaged with multiliteracies in their classroom practices. Focusing specifically on practicing teachers provided not only information on differing contexts in which multiliteracies is or is not enacted, but also on the practical and experiential knowledge that practicing teachers employ on a daily basis. This included examining the formal knowledge practicing teachers draw upon as well as the informal and reflective knowledge they gain through experience (Cochran-Smith & Lytle, 1999). Explicit connections between what is happening in the English classroom to what is addressed in teacher preparation will be drawn to reflect the current state of teaching instruction and student learning.

Author

• Benjamin Boche, Concordia University - Chicago