Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers' Expanded Understandings of Multimodality

Autor/inn/en	Deroo, Matthew R.; Galante, Michela
Titel	Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers' Expanded Understandings of Multimodality
Quelle	In: Literacy Research and Instruction, 62 (2023) 4, S.350-370 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deroo, Matthew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2138647
Schlagwörter	Museums; Intellectual Disciplines; Lesson Plans; Semiotics; Teacher Educators; Teacher Education Programs; Literacy Education; Teacher Attitudes; Curriculum Development; Field Trips; Content Area Reading; Content Area Writing; Middle School Teachers; Secondary School Teachers; Preservice Teachers; Student Characteristics; Student Attitudes; Multiple Literacies + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Geisteswissenschaften; Lesson planning; Unterrichtsplanung; Semiotik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Exkursion; Sinnerfassendes Lesen; Schriftliche Übung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten
Abstract	Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors' report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher's learning about multimodality and social semiotics in relation to preservice teachers' content areas. Drawing upon interviews with preservice teachers, their written reflections, curricular planning in the form of lesson and unit plans, and field notes, we found that multiple visits to the museum supported expanded notions of literacy and raised awareness about multimodality and social semiotics as they related to disciplinary literacy. We offer recommendations for how teacher-educators can leverage local resources, like museums, as partners in helping teachers prepare their students to engage in multimodal work within their disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01