New Literacies Across Contexts: Teacher Educators’ and Preservice Teachers’ Iterative Learning Across Semesters

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Exploring Literacies Through Self-Study (Table 11)

Abstract

The purpose of this study was to explore how a group of six literacy teacher educators (TEs) from across the U.S. planned and enacted new literacies (NL) into their respective literacy courses, while incorporating survey responses from pre-service teacher educators (PSTs) in their reflective process. By engaging with collaborative self-study, our data revealed the ways TEs refined teaching of new literacies and what PSTs learned about new literacies. This study provides an example of a cross-institutional collaboration to support TEs in preparing PSTs students to integrate NLs and promote NL instructional practices that support all students, across contexts.

Authors

• Tala M. Karkar Esperat, Eastern New Mexico University

• Kathryn M. Pierce, Saint Louis University

• Brady L. Nash, University of Florida

• Courtney Shimek, West Virginia University

• Lyudmyla Ivanyuk, Trinity Christian College