Responding to literature through storytelling, artifacts and multigenre writing practices: explorations of cultures and self

Abstract

AbstractThis manuscript describes how innovative literacy practices such as multigenre writing and artifactual critical literacy have been used to tap into pre‐service teachers' cultural identities while responding to literature. In the process of responding to literature, personal experience is crucial; therefore, in this study, I focused on the relationship between that personal experience and cultural identity. The multigenre writings or artifact narratives of pre‐service teachers in response to realistic fiction books became extensions of those real‐life stories and provided information about the students' cultural background. Thus, the study also investigates the possibilities these new tools offer for intercultural learning.