Using a Text-Based Verbal Protocol to Elicit Secondary English Teachers' Perspectives on New Literacies

Abstract

This article reports on the use of a text-based verbal protocol (Afflerbach, 2000) situated within individual interviews to elicit secondary English teachers' perspectives on new literacies (Albers & Harste, 2007; Coiro, Knobel, Lankshear, & Leu, 2008). Ranging significantly in their teaching experience and comfort with new media and digital technologies, the 16 participants were affiliated with the English department in a well-respected suburban high school in the northeast United States. Protocol data were supplemented by brief researcher-designed questionnaires and focus group interviews. The article provides background about verbal protocols; discusses how the protocol for the study was designed; shares patterns from the protocol-related data; proposes adjustments to maximize benefits and address constraints associated with the approach for future research; and discusses the significance of this work for literacy researchers.