Cultivating a Multimodal Literacies Pedagogy in Teacher Education
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Date
2022-12
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[Bloomington, Ind.] : Indiana University
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Abstract
This qualitative research study explores what happens when a multimodal literacies pedagogy is prioritized in a university literacy methods course with secondary and P-12 content-area preservice teachers. Using a sociocultural framework that situates literacies as social practice, this practitioner inquiry uses ethnographic methods to examine the local nature of teaching and learning. Data sources include a variety of multimodal course artifacts. Analysis follows the multimodal resources made available and the extent to which preservice teachers take up a multimodal literacies pedagogy in course work and beginning lesson planning. The accompanying literature review explores themes that recognize students’ multimodal practices as resourceful for teaching and learning and expands teachers’ notions of literacies as strengths in pedagogical development. Considering literacies before technologies (NCTE, 2018), the integration of technological, pedagogical, and content knowledge (TPACK) (Mishra & Koehler, 2006) is also explored with a focus on multimodal literacies. Findings reveal that when a teacher educator prioritizes a multimodal literacies pedagogy, it broadens preservice teachers’ conceptions of literacy which has the potential to position them for more expansive, flexible, and participatory pathways for enacting multimodal literacies as a resource in their pedagogical development.
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Thesis (Ed.D.) - Indiana University, Department of Curriculum and Instruction, 2022
Keywords
multimodal literacies pedagogy, modal resources, teacher education, participatory learning, practitioner inquiry
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Doctoral Dissertation