Multimodal Literacies at the Museum: Supporting Preservice Teachers' Learning Through a Community-University Partnership

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Collaborative Partnerships for Multiliteracies Engagement

Abstract

This qualitative case study shares how preservice teachers’ engagement at a local art museum supported course learning about multimodality and social semiotics (Kress & van Leeuwen, 2001). Drawing on data collected from four different visits to an art museum, including: interviews, student produced coursework, museum-based artifacts, and reflective journals I demonstrate how sustained engagement in the gallery spaces supported pre-service teachers learning about multimodal literacies. Findings reveal how preservice teachers drew upon a community-university based partnership to apply museum-based learning to curriculum design in support of their future students’ understandings of social semiotics and multimodality. Implications are given for museums as sites of learning in preservice teacher literacy-based education.

Author

• Matthew R Deroo, University of Miami