Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies
Source: Journal of Digital Learning in Teacher Education, Volume 32, Issue 2, 2016, p. 73-81
This paper 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.
They 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.