“Wide open to rap, tagging, and real life”: preparing teachers for multiliteracies pedagogy
Abstract
This article examines a teacher educator’s implementation of a pedagogy of multiliteracies in an adolescent literacy course. The purpose was to foster pre-service teachers’ knowledge and dispositions to enact multiliteracies pedagogy. This article synthesizes the theories of multiliteracies pedagogy and Third Space to explore the opportunities and challenges presented by key learning experiences for pre-service teachers’ devel- opment of knowledge about and dispositions towards multiliteracies pedagogy. This article argues that emphasizing the Situated Practice and Critical Framing components of multiliteracies pedagogy can promote pre-service teachers’ productive negotiations of the conflicts they experience in developing dispositions towards multiliteracies pedagogy.
Reference
Skerrett, A. (2011). “Wide open to rap, tagging, and real life”: preparing teachers for multiliteracies pedagogy. Pedagogies: An International Journal 6(3), 185-199.
Journal
Pedagogies: An International Journal
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
- Undergraduates (university based program)
Preservice Sample Size
74
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding (inferential)
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
The purpose was to foster pre-service teachers’ knowledge and dispositions to enact multiliteracies pedagogy.
Is this research question explicit from the manuscript? Unknown