Widening Worlds: Understanding and Teaching New Literacies

Autor/inn/en	Rosaen, Cheryl; Terpstra, Marjorie
Titel	Widening Worlds: Understanding and Teaching New Literacies
Quelle	In: Studying Teacher Education, 8 (2012) 1, S.35-49 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Student Teachers; Teacher Educators; Teaching Methods; Literacy; Literacy Education; Teacher Education; Self Evaluation (Individuals); Teaching Skills; Elementary School Teachers; Reading Instruction; Methods Courses; Concept Formation; Lesson Plans; Planning; Attitude Change + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Methodisch-didaktische Anleitung; Concept learning; Begriffsbildung; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Attitudinal change; Einstellungsänderung
Abstract	New conceptions of literacies and the practices associated with them call for new approaches to preparing teachers to engage students in literacy as a situated social phenomenon. This article describes two teacher educators' engagement in collaborative self-study as we implemented "The New Literacies Project" to help pre-service teachers expand their conceptions of literacy and their knowledge of how to incorporate new literacies pedagogies into K-6 teaching and learning. We discuss how teacher candidates' conceptions of new literacies and their connections to classroom practice evolved over time, and how our own evolving conception of new literacies influenced ways the project was conceptualized, structured, and supported. The candidates' learning experiences seemed powerful enough to help them expand their conceptions of literacy, including digital literacy, and most were able to talk broadly about implications for classroom teaching and learning. However, many were not able to fully integrate technology and new literacies in their planning. We conclude with suggestions for future research and invite dialog among teacher educators about their own pedagogical challenges and promising approaches to designing authentic learning opportunities. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10