Digital Decisions: How Preservice Teachers Navigate TikTok, TPT, and More for Foundational Literacy Resources

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

Abstract

This study explores how preservice teachers (PTs) engage with digital media platforms to select and evaluate foundational reading content, particularly within the context of growing Science of Reading legislation. Drawing on informal learning theory, the study examines 70 PTs’ media practices through artifact selection and reflective writing. Findings reveal PTs’ strong preference for platforms like TikTok, YouTube, and Instagram, with selections often shaped by accessibility, perceived practicality, and instructional alignment. A subset of PTs also demonstrated emerging critical media literacy by questioning source credibility and identifying misinformation. These findings offer insight into how PTs construct foundational reading knowledge in digital spaces and emphasize the need for teacher educators to support equitable, future-oriented digital literacy practices that interrogate dominant narratives.

Authors

• Heather Dunham, Clemson University

• Lindsey W. Rowe, Clemson University

• Sarah E. Jerasa, Clemson University