Navigating Online Spaces in Literacy Methods Courses: Teacher Educators' Complex Understandings and Enactments of Critical Digital Literacies

• In Event: Honing the Critical Literacy Development of Students, Preservice Teachers, and Teacher Educators

Abstract

The goal of this paper is to understand how three literacy teacher educators used the affordances of digital technologies to enact a critical stance in their pre-service teacher education courses. This project has three objectives, which endeavor to: (i) learn about literacy teacher educators’ conceptions of critical literacy practices in a digital age; (ii) examine shifts in their roles, digital practices, and identities; and (iii) and contribute to emerging literature on the experiences of literacy teacher educators negotiating a critical stance into teacher education. The questions that guided this paper are:
•How do LTEs conceptualize literacy and literacy practices in a digital era?
•How do LTEs use the affordances of digital technologies to enact a critical stance in their courses?

Authors

• Pooja Dharamshi, Simon Fraser University

• Amrit Kaur Cojocaru, Simon Fraser University