The social semiotics of multimedia, case-based instruction in preservice teacher literacy methods courses
Abstract
Recently developed multimedia cases (Case Technologies to Enhance Literacy Learning: CTELL) create unique occasions for preservice teachers to gain knowledge about effective K-3rd grade literacy instruction. We conducted a study to qualitatively investigate how a teacher educator and a teaching assistant used the cases in a preservice literacy instruction course. Data analysis produced three themes reflecting unique occasions for preservice teachers to utilize multiple sign systems to acquire conditional knowledge, implying the potential of multimedia cases to improve the effectiveness of preservice literacy teacher education programs.
Reference
Labbo, L. D., & Ryan, T. (2006). The social semiotics of multimedia, case-based instruction in preservice teacher literacy methods courses. Journal of Reading Education, 32(1), 38-41
Journal
Journal of Reading Education
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
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
25
Other Participant Data
- Teaching Assistant
- University Professor
Duration of Data Collection
Data Sources
- fieldnotes
- Interviews
- Reflective journals
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
Research Questions
We wondered about the nature of preservice teachers' knowledge acquisition of effective literacy instructional practices when a university literacy methods course instructor and Teaching Assistant used a multimedia, case-based approach.
Is this research question explicit from the manuscript? Yes