Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies

Abstract

This article examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and understandings of literacy and literacy development. The authors found preservice teachers' definitions of literacy in the 21st century are complex and multifaceted, and inclusive sharing techniques helped them become aware of diverse literacy backgrounds and skills. Additionally, opportunities for preservice teachers to develop presentations on personal literacies using a variety of digital formats broadened their understanding of literacy in the 21st century, and expanded their awareness that literacy is acquired in many contexts.

Additional information

Notes on contributors

Marianne McTavish

Author Notes

Marianne McTavish is Senior Instructor in Emergent and Early Literacy in the Department of Language and Literacy Education at the University of British Columbia where she teaches graduate and undergraduate courses in language and literacy, early childhood and teacher education. Prior to obtaining her PhD, Marianne taught kindergarten through third grade in the public school system for over 25 years. Her work with early childhood teacher candidates and digital literacies reconceptualizes the way literacy is taught and practiced. Her research examines young children's information and digital communicative practices as they engage in multimodal meaning making across classroom, home, and community spaces. Please address correspondence to Marianne McTavish, Department of Language and Literacy Education, University of British Columbia, 6445 University Boulevard, Vancouver, BC V6T 1Z2, Canada. E-mail: [email protected] Filipenko is the Director of Early Childhood Education in the Faculty of Education and a Professor of Teaching in the Department of Language and Literacy at the University of British Columbia, Canada. She worked as an early childhood educator for 12 years at the Child Study Centre at the University of British Columbia. Her research interests focus on problem-based learning, teacher education, early literacy and the texts and materials of reading. Her current research projects explore the integration of digital pedagogies in a new teacher education program at the University of British Columbia.