Collaborative Structures for Longitudinal Learning Across Levels in Teacher Education: Professors and Preservice Teachers Learning in Tandem About New Literacies (Poster 2)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Division K Section 5 Poster Session: Teacher and Teacher Educator Learning

Abstract

The rapid evolution of digital technologies has significantly transformed the landscape of literacy education. Although teachers’ struggles and successes with new literacies have been heavily documented, there has been little research linking teacher educators’ own learning about new literacies with changes made in teacher education classrooms or preservice teacher learning. In this multi-institutional, longitudinal study, we examine how teacher educators working across institutions developed new literacies knowledge, changes they made to their curricula over the course of three years, and their students’ responses to these changes. Findings highlight teacher educators’ development of their own new literacies ethos, specific instructional shifts they made, and preservice teachers’ uptake of new literacies in their own philosophies and practices.

Authors

• Brady L. Nash, University of Florida

• Tala M. Karkar Esperat, Eastern New Mexico University

• Lyudmyla Ivanyuk, Trinity Christian College

• Courtney Shimek, West Virginia University

• Kathryn M. Pierce, Saint Louis University