REFLECTIONS FROM THE FIELD: A MIDDLE SCHOOL READING SPECIALIST’S DEVELOPMENT OF TPACK TO GUIDE INQUIRY IN THE LITERACY CLASSROOM

Abstract

This practitioner inquiry research study developed a model project for using self-reflection by a reading/literacy specialist to examine the knowledge processes involved in the curricular design of paired text instruction. This research study analyzed the International Literacy Association’s Standard 5, Learners and the Literacy Environment, within the practitioner’s experience as a reading/literacy specialist and included a specific lens related to the curricular design and implementation of a multimodal text set unit of study. Using a metacognitive process, the practitioner explored Mishra and Koehler’s (2006) TPACK framework to determine how a reading/literacy specialist can use technological, pedagogical, and content knowledge to design and integrate a multimodal text set into reading instruction. In terms of data collection, formal lesson plans guided the development of video recordings to showcase curriculum design. An online screen recording program was then used to capture voice recordings of the practitioner completing a think aloud of each lesson, and transcripts were downloaded for further annotations and analysis. After teaching each module, a self-reflection rubric focused on TPACK was completed, along with an additional review of artifacts. A six phase reflexive thematic analysis (Braun & Clarke, 2022) was applied to find patterns of shared meaning, and three major themes were conceptualized from the dataset. First, literacy teachers should design curriculum to include supports for scaffolding and differentiation. Second, consider the potential of digital resources within the literacy curriculum. Third, self-reflection on the design process reveals areas for growth with digital technologies. As a result, a five-part professional development framework is suggested for a reflective practitioner model focused on multimodal text set integration.