Visual-Verbal Journaling as Multimodal Literacy Pedagogy: Material-Discursive Practices in Preservice Teacher Education

• In Event: Roundtable Session 50
  In Roundtable Session: Writing and Literacies SIG Roundtable 7. Aesthetes Then and Now: A Bricolage of Historical, Artistic, and Material-Discursive Meanings

Abstract

Seeing a need for teachers to engage in art infused and creative multimodal literacy pedagogies, this paper examines what becomes possible when the conditions for preservice teachers to engage in multimodal literacies are set in motion. Using data collected over a two-year span in the preservice teacher early childhood methods and early childhood literacy methods classroom, I will examine how these journals can be read as material-discursive practices and how these visual-verbal journals provide an opportunity for students to engage in their field experiences with deeper significance.

Author

• Jaye Johnson Thiel, The University of Tennessee - Knoxville