Teacher Educators and Preservice Teachers Constructing Knowledge of New Literacies In A Multi-Institutional Longitudinal Examination

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 1
  In Roundtable Session: Constructing Practice, Shaping Identity: Preservice Teacher Learning Across Disciplines and Dialogues

Abstract

In this multi-institutional, longitudinal action research study, we examined how teacher educators constructed their knowledge of new literacies over 3 years, and how their students responded to the integration of new literacies concepts and practices into the curricula using the holistic model of new literacies. Findings highlight the intentionality in adopting new literacies, the centrality of online professional communities, and the criticality of new literacies in shaping preservice teachers’ practice. New literacies need to be integrated as pedagogy to enable thriving futures. As teacher education programs continue to grapple with preparing teachers for ever-changing digital classroom contexts, this study offers important insights into how sustained, theoretically informed approaches to new literacies can support more critical and equity-oriented teacher preparation.

Authors

• Tala M. Karkar Esperat, Eastern New Mexico University

• Brady L. Nash, University of Florida

• Lyudmyla Ivanyuk, Trinity Christian College

• Courtney Shimek, West Virginia University

• Kathryn M. Pierce, Saint Louis University