Preservice Teachers Reframing Literacy Through a Multiliteracies Lens

• In Event: 64.087 - MTCC Roundtable Session 28
  In Roundtable Session: 64.087-4 - Preparing Preservice Teachers to Teach Literacy

Abstract

This qualitative research examined how a group of pre-service middle school teachers constructed conceptions of literacy, enacted literacy pedagogy, and negotiated their role as teachers as they engaged with literacy as a situated social practice, over the course of a two-year teacher education program. Data collection methods included questionnaires, semi-structured interviews, and document analysis. This paper focuses on one of the pre-service teachers from the purposeful sample to illustrate how the pre-service teachers’ conceptions of literacy steadily broadened as they engaged with literacy through a multiliteracies lens. This growing awareness of a plurality of literacies also influenced how the pre-service teachers positioned themselves in relation to the teaching of literacy.

Author

• Lydia Menna, University of Alberta