Abstract
In this article we examine pre-service teachers’ digital literacy stories and post-assignment reflections for evidence of transformative pedagogy. The language arts course design employs both a new literacies approach (Lankshear & Knobel, 2006) and a multiliteracies pedagogical framework (New London Group, 1996). These frameworks are also applied to help us examine the pre-service teachers’ digital stories and reflections. The data consist of approximately 150 digital stories and written student reflections collected over three years. We are encouraged by the finding that the multimedia nature of the assignment appears to help pre-service teachers construct new understandings of literacies, particularly when the digital stories are shared as part of the adult classroom experience. We conclude that digital stories hold potential to encourage pre-service teachers to think critically about how they were taught relative to the teachers they wish to become.
Highlights
In this article we describe our research with pre-service teachers in a language arts course at an education faculty in Canada
We discuss two theoretical frameworks which have been instrumental in assisting us with both designing and deconstructing our own modeled pedagogy, defined as: “a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation” (New London Group, 1996, p. 60)
Pre-service teachers are asked to create a personal digital story using a multimodal format to show how they came to “know” literacy, asking them to revisit their past experiences with literacy in order to identify their current attitudes toward literacy learning
Summary
We discuss two theoretical frameworks which have been instrumental in assisting us with both designing and deconstructing our own modeled pedagogy, defined as: “a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation” We use these same two theoretical lenses to seek out the transformative elements of the digital stories and reflections that our pre-service teachers create in the course as they reflect on “how they were taught” relative to “how they want to teach their own students.”. We seek evidence that they want to embrace new understandings about pedagogy---to transform teaching and learning to meet the changing needs of their future student populations
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