Teachers Remixing, Restorying, and Reflecting Across Classroom Contexts: Participatory Practices, "Access," and Literacy Learning

• In Event: Diversity and Activism in Teacher Education

Abstract

Participatory culture (Jenkins et al., 2006) serves as framing for reflecting on participation in practicing teachers’ literacy learning via graduate coursework and digital tools and spaces and in their secondary classrooms, with particular emphasis on reconsidering remixing/restorying practices and issues of “access.” Data include course documents and artifacts openly shared in the asynchronous course context. In this study, the course instructor and a practicing-teacher and course member collaboratively analyze data sources as well as one-on-one discussions through participatory coding and content analysis. Findings emphasize the need to reflect in and on practice across contexts and with attention to access beyond digital tools and to build teacher education assignments and professional development spaces that position teachers as participants and creators.

Authors

• Emily Plummer Catena, Florida State University
  Presenting Author

• Kayla Valencia, Florida State University
  Presenting Author