Preservice Teachers’ Engagement with Digital and Media Literacies in Foundational Reading Instruction: Selection, Analysis, and Critique

• In Event: Digital Tools to Support Reading Resources, Strategies, and Instruction

Abstract

This study explores how preservice teachers (PTs) apply their digital and media literacies to evaluate media representations of foundational reading instruction. Using a qualitative case study approach, we analyzed PTs’ selection, analysis, and critique of media artifacts. Findings reveal that PTs relied on their foundational reading knowledge, envisioned applications for future teaching, and engaged in media literacy practices to assess credibility. These insights highlight the importance of integrating critical media literacy into teacher education.

Authors

• Heather Dunham, Clemson University

• Alexis Lawton, Clemson University

• Katie McGee, Clemson University

• Chelsea Elizabeth Prater Looper, Clemson University