Experiential Learning for Preservice Teachers: Digital Book Clubs With Third Graders

Abstract

This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Qualitative data included pre/post interviews, reflection papers, and blog posts of book club conversations, which were all collected and analyzed. Holistic, in-depth exploration of the recurring themes and patterns occurred continuously during data analysis. Findings reveal that the role of digital book clubs offered benefits including communication with authentic audience, increased think time for response, and improved motivation and engagement. Results suggest that real-world application enhances preservice teachers' confidence and ability to engage as active readers and teachers of reading. These findings have important implications for 21st-century teacher education programs.

Additional information

Notes on contributors

Katie Stover

Katie Stover is an assistant professor of education at Furman University in Greenville, South Carolina. As a former elementary teacher and literacy coach, her research interests include teacher preparation and development, digital literacy, and critical literacy. Recently she co-authored an article titled “‘Experience Is the Best Tool for Teachers': Blogging to Provide Preservice Educators with Authentic Teaching Opportunities” in the Journal of Language and Literacy Education and an article in Reading Matters titled “Beyond the Classroom Walls: Blogging to Increase Literacy Engagement.” Please address correspondence to Katie Stover, Education Department, Furman University, 3300 Poinsett Highway, Greenville, SC 29613, USA. E-mail: [email protected]

Lindsay Yearta

Lindsay Yearta is an assistant professor of literacy at Winthrop University in Rock Hill, South Carolina. A former elementary school teacher, her research interests include digital literacy, vocabulary acquisition and retention, and critical literacy. Her recent publications include an article in the Journal of Language and Literacy Education entitled, “‘Experience is the Best Tool for Teachers': Blogging to Provide Preservice Educators with Authentic Teaching Opportunities” and an article in Focus on Inclusive Education entitled “Inclusion Solutions: Exploring Standards, English Language Arts, and the Inclusion Classroom.”

Caroline Harris

Caroline Harris is a recent graduate from Furman University in Greenville, South Carolina where she studied education and religion. She is currently a graduate student at the University of South Carolina in Columbia, South Carolina. She is working toward a master's degree in speech language pathology. Her interests include digital literacy, language development, and global citizenship.