Utilizing Young Adult Literature to Develop Preservice English Teachers’ CDL-Based Pedagogical Practices

Abstract

AbstractTeachers can facilitate the development of their students’ Critical Digital Literacies (CDL) through an informed curriculum which encourages students to critically analyze and reflect on their own use of digital tools. Within teacher education, CDL can prepare teachers to nurture a spirit of inquiry and critical reflection in their students and themselves. This chapter illustrates the development of such literacies with preservice teachers enrolled in a young adult (YA) literature course as well as the ways these preservice teachers envision teaching English with digital technologies to future students. Through examination of course assignments, we seek to determine how a CDL approach (within a YA literature course) can promote preservice teachers’ critical reflection of their own participation in digital society, both personally and as practitioners. We see young adult literature as a way to enable CDL practices and a critical consideration of digital tools.