Considering a twitter-based professional learning network in literacy education
Abstract
This study explored how 26 preservice secondary content teachers perceived their experiences participating in and developing a Twitterbased professional learning network focused on disciplinary literacy. Participants completed blog reflections and anonymous online surveys to reflect on their experiences, which served as data for this study. A phenomenological approach was used to analyze data, and three themes emerged from analysis related to preservice teachers’ perceptions: (a) the complexity of posting professional resources and ideas to Twitter, (b) skepticism concerning participation in an online professional learning network, and (c) value in access to multiple educators, disciplinary experts, and classroom resources. Implications for these results are discussed in regard to developing professional learning networks in preservice teacher education to support disciplinary literacy.
Reference
Colwell, J., & Hutchison, A. C. (2018). Considering a Twitter-Based Professional Learning Network in Literacy Education. Literacy Research and Instruction, 57(1), 5-25.
Journal
Literacy Research and Instruction
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
- Phenomenological
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- multiple subjects credential
- Secondary
Research Location Context
- Content area literacy course
Preservice Participants
- 5-year program offering BA , followed by MA and initial certification
Preservice Sample Size
26
Duration of Data Collection
Data Sources
- Blog
- Focus group discussions
- Graphic organizers
- open ended questions
- Social media
Data Analysis Tools
- Horizontalization
- Phenomenological analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
"How do PSTs perceive their experiences participating in and developing a Twitter-based PLN focused on disciplinary literacy?" (p. 9)
Is this research question explicit from the manuscript? Yes