Preparing to Lead Interactive Read-Alouds in Virtual Spaces: Refining Literacy Practices Through Iterative Design

• In Event: Critical Practices in English Teacher Education: Challenging, Refining, and Reimagining Teacher Learning

Abstract

This paper illustrates how design-based research can be used by educational practitioners to more intentionally transition face-to-face instructional practices into virtual learning environments. Situated within the context of literacy methods coursework, the researchers trace how an iterative design process was used to refine a hallmark project of literacy teacher preparation: leading an interactive readaloud. Drawing on research from literacy studies to reexamine the central purpose of this core practice identifies key misconceptions in preservice teachers’ technological pedagogical content knowledge necessary for interactive readalouds to be an effective literacy practice in virtual classrooms. Findings include recommendations for how literacy educators can strategically design digital interactive readalouds, while highlighting iterative design as a reflective tool for curricular improvement.

Authors

• Lindsay M. Stoetzel, Grand Valley State University

• Stephanie J. Shedrow, St. Norbert College