Exploring How Secondary Pre-Service Teachers’ Use Online Social Bookmarking to Envision Literacy in the Disciplines
Abstract
This study considers how pre-service teachers envision disciplinary literacy through an online social bookmarking project. Thirty secondary pre-service teachers participated in the project through an undergraduate literacy course. Online bookmarks and post-project reflections were collected and analyzed using a constant comparative approach to determine emergent themes. Results suggest varying levels of disciplinary knowledge among pre-service teachers, influences of pre-service teachers' envisionments on posted bookmarks, and considerations about standardized testing in disciplinary literacy instruction. Implications for teacher education are discussed in light of these results.
Reference
Colwell, J., & Gregory, K. (2016). Exploring How Secondary Pre-Service Teachers’ Use Online Social Bookmarking to Envision Literacy in the Disciplines. Reading Horizons, 55 (3). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol55/iss3/3
Journal
Reading Horizons
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
30
Duration of Data Collection
Data Sources
- Online Bookmarks
- reflections
Data Analysis Tools
Researcher Positionality
Research Questions
How do pre-service teachers envision disciplinary literacy
using an online social bookmarking network?
Is this research question explicit from the manuscript? Yes
What do pre-service teachers’ reflections on using online social bookmarks reveal about their envisionments?
Is this research question explicit from the manuscript? Yes