Acknowledging, Noticing, and Reimagining Disciplinary Instruction: The Promise of New Literacies for Guiding Research and Practice in Teacher Education

Abstract

In this theoretical article the authors review the theories and issues surrounding new literacies to determine their possible consequences for the preparation of teachers. The authors examined these theories alongside artefacts from the disciplines, content-area classrooms, and teacher education curricula. This interpretive work allowed the authors to (1) acknowledge the presence of new literacies in disciplinary practices, (2) notice that content-area classrooms are new literacies spaces, and (3) reimagine the curricula used to prepare teachers for work in content-area classrooms. Implications for classroom instruction and teacher education are discussed.