Abstract
The authors review and evaluate a Teaching Methods course in Language and Literacy, one which focuses on multiple literacies, including digital literacy and critical literacy. The course is offered in a laptop-based university program. In this article, the authors outline the context of the multiple literacies course, its resources and assignments as well as their instructional goals. Their qualitative data sources include student-created digital artifacts such as digital literacy stories and digital book talks. The researchers draw from cross-program data based on hundreds of student reflections and one-on-one interviews. The authors conclude that there are indications from their data analysis that suggest that digital literacy supports the development of “transformative elements” that can extend beyond the teacher training program.
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Robertson, L., Hughes, J. (2010). Recognizing the “Transformational” in Preservice Digital Literacy Assignments. In: Lytras, M.D., et al. Technology Enhanced Learning. Quality of Teaching and Educational Reform. TECH-EDUCATION 2010. Communications in Computer and Information Science, vol 73. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13166-0_69
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DOI: https://doi.org/10.1007/978-3-642-13166-0_69
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