From Content to Critique: Exploring Preservice Teachers’ Media and Digital Literacy in Foundational Reading

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Preservice & Practicing Teachers Navigating Digital Spaces

Abstract

In an era of digitized information and evolving literacy policy, preservice teachers (PTs) must develop critical digital and media literacies to navigate the shifting terrain of reading instruction. This qualitative case study explores how PTs select, analyze, and critique media representations of foundational reading, focusing on how they apply course knowledge and assess digital content across platforms. Data from interviews, reflections, and presentations reveal four themes: considering future curriculum, applying foundational knowledge, navigating digital platforms, and demonstrating media literacy. Findings illustrate PTs’ emerging ability to critically evaluate instructional resources amid the complexities of online discourse and policy shifts. The study offers insight into how teacher education can prepare educators to become critically engaged professionals in an increasingly media-saturated educational landscape.

Authors

• Heather Dunham, Clemson University

• Chelsea Elizabeth Prater Looper, Clemson University

• Alexis Lawton, Clemson University

• Katie McGee, Clemson University