Learning to teach contemporary literacies: Pre-service teachers and school students co-construct multimodal texts

Noella Mackenzie, Christine Edwards-Groves

Research output: Book chapter/Published conference paperConference paperpeer-review

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Abstract

Pre-service Teachers (PsTs) begin their teacher education courses with their own understandings of what constitutes literacy, and how it should be taught. These do not always align with contemporary understandings of literacies despite the fact that many PsTs come from the generation that has grown up with smart devices and social media. PsTs need effective opportunities to learn about literacies and practice literacy teaching. This paper is informed by the close examination of a task, which involves PsTs and students in schools, in the co-construction of multimodal texts. Data were gathered from PsTs and examined through a practice architectures lens. Findings suggest the tasks examined are highly successful in extending PsTs’ understandings of on temporary literacies and how these may be taught.
Original languageEnglish
Title of host publicationAERA Online Paper Repository
PublisherAmerican Educational Research Association (AERA)
Pages1-8
Number of pages8
Edition2014
Publication statusPublished - 03 Apr 2014
EventAnnual Meeting of the American Educational Research Association (AERA): AERA 2014 - Pennsylvania Convention Center, Philadelphia, United States
Duration: 03 Apr 201407 Apr 2014
http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2014-Annual-Meeting (Conference website)

Conference

ConferenceAnnual Meeting of the American Educational Research Association (AERA)
Abbreviated titleThe Power of Education Research for Innovation in Practice and Policy
Country/TerritoryUnited States
CityPhiladelphia
Period03/04/1407/04/14
Internet address

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