Literacy Teacher Education as Critical Inquiry

Simon, Rob

doi:10.1007/978-94-6209-200-6_10

Cited by 2 publications

(2 citation statements)

References 10 publications

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“…By the end of the semester-even though they had never done it before and had few exemplars to followall of the participants in this study were able to make and share a video, and then meaningfully integrate student video making into a cross-curricular instructional plan to engage curriculum expectations and critical perspectives. Positioning pre-service teachers as knowledge generators (Simon, 2013) and classroom innovators may be key to their development as critical digital literacy practition-ers. In a course on integrating technology across the curriculum, I ask teacher candidates to work in groups to develop and lead a workshop on integrating digital technologies for future colleagues they will work with after they are hired on as certified teachers.…”

Section: Recommendationsmentioning

confidence: 99%

Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice

Watt

2019

MaC

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This article reports on a two-year, funded, qualitative inquiry into the challenges and possibilities of integrating video production into pre-service teacher education as a critical digital literacy practice. This includes the skills, knowledge, and dispositions that lead to ability to critique and create digital texts that interrogate the self, the other, and the world (Ávila & Zacher Pandya, 2013). Video making holds out enormous potential given our increasingly diverse classrooms and the growing need to have students connect and collaborate within their own communities and globally (Dwyer, 2016; Ontario Ministry of Education, 2015, 2016; Spires, Paul, Himes, & Yuan, 2018; Watt, 2017, 2018; Watt, Abdulqadir, Siyad, & Hujaleh, 2019). Video is especially significant in light of the fact that it is replacing print text as a dominant mode of communication (Manjou, 2018). Multimodal composing such as video production is, in fact, considered by some to be the essential 21st century literacy (Miller & McVee, 2012), but much remains to be done to bring digital technologies as literacy into the elementary classroom. Qualitative data includes a focus group, questionnaires, observations, and content analysis of teacher candidate videos and instructional plans. This study considers how video production can be integrated into teacher education programs to engage cross-curricular expectations and critical digital literacy perspectives. It responds to the pressing question of how to do teacher education differently in the digital age.

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Section: Recommendationsmentioning

confidence: 99%

Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice

Watt

2019

MaC

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“…These questions help us see the potential of the ethical criticism of narrative form in a range of literature, in which all narrative choices have ethical implications because they have the potential to create ethical effects on audiences. And where rhetorical narratology limits its criticisms to texts and narrative action, educators can use these frameworks for supporting students as they think and act in the world for social change (Simon & Campano, 2013), demonstrating a story's power and potential in both contents and its necessary form.…”

Section: Rhetorical Narrative Ethicsmentioning

confidence: 99%

Reading Rhetorically: Discussing the Ethics of Narrative Form

LeBlanc,

Stornaiuolo

2023

Journal of Literacy Research

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In this study, we explore discussions of literature in a high school English Language Arts (ELA) classroom, examining how students read rhetorically. Reading rhetorically considers the ethical effects of narrative content as it is mediated through character dialogue and action, narrator discourse, and the author's organization: a narrative as a story told to someone for some rhetorical purpose. Drawing from rhetorical narratology, we analyzed data collected in a 12th-Grade ELA classroom during student-driven Socratic seminars to ask: how did students address the ethics of various narrative situations as they talked about literature? We found that youth engaged in interpretive discussions that grappled with the complexities of ethical positioning in narrative. We argue that ELA classrooms are key spaces to help students examine how narratives act on readers, how readers act on narratives, and the ethical dimensions of such interpretive work.

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Literacy Teacher Education as Critical Inquiry

Cited by 2 publications

References 10 publications

Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice

Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice

Reading Rhetorically: Discussing the Ethics of Narrative Form

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