From TikTok to TeachersPayTeachers: Examining Preservice Teachers’ Selection of Digital Media Resources Related to Foundational Reading Skills

• In Event: TikTok & Literacies

Abstract

This study explores how preservice teachers (PTs) use digital media platforms to access foundational reading artifacts. Through qualitative analysis of 185 media artifacts and 70 individual reflections, findings reveal PTs favor TikTok and YouTube for engaging, accessible content, primarily created by current educators and entrepreneurs. The study highlights the intersection of informal learning and digital literacy practices, emphasizing the need for teacher educators to guide PTs in critically evaluating and leveraging digital media for literacy instruction.

Authors

• Heather Dunham, Clemson University

• Lindsey Rowe, Clemson University

• Sarah Jerasa, Clemson University