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Becoming a 21st century literacy teacher:provocations, perceptions and possibilities in teacher education

Paatsch, Louise, Cloonan, Anne and Hutchison, Kirsten 2015, Becoming a 21st century literacy teacher:provocations, perceptions and possibilities in teacher education, International journal of literacies, vol. 22, no. 4, pp. 63-79.

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Title Becoming a 21st century literacy teacher:provocations, perceptions and possibilities in teacher education
Author(s) Paatsch, LouiseORCID iD for Paatsch, Louise orcid.org/0000-0003-3978-9603
Cloonan, AnneORCID iD for Cloonan, Anne orcid.org/0000-0003-0347-1687
Hutchison, Kirsten
Journal name International journal of literacies
Volume number 22
Issue number 4
Start page 63
End page 79
Total pages 17
Publisher Common Ground
Place of publication Champaign, Illinois
Publication date 2015-10-14
ISSN 2327-0136
2327-266X
Keyword(s) Literacy
Digital Funds of Knowledge
Higher Education
Pre-service Teachers
Summary This paper reports on a study that investigated pre-service teachers’ digital funds of knowledge and their perceptions of the digital pedagogies and practices in early years literacy classrooms. It also explores pre-service teachers’ experiences of “produsing” a cumulative multimodal portfolio (in the form of a wiki) and its application for future literacy teaching and learning. Specifically, 123 education students enrolled in their second year of an undergraduate initial-teacher education course at an Australian university completed an anonymous survey. The resultsshow that this group of students were active users of technology-based tools, but had limited experience with using participatory user-led knowledge creation tools (such as Web 2.0 technologies) although many observed the use of these tools in early years literacy classrooms while on professional experience school placements. Further findings show thatalthough the majority of this group of pre-service teachers felt more confident after creating a wiki and reported that they would use them in future literacy teaching and learning, their understandings of the pedagogical and creative potential of these digital tools in supporting literacy learning in young children appeared limited. The findings suggest that there is a need for educators in higher education to understand their students’ digital funds of knowledge and to provide rich opportunities to support these students’ use and understandings of the affordances of these new technologies as vehicles to explore and enrich 21st century literacy learning in early years digital environments.
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Common Ground
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079798

Document type: Journal Article
Collections: School of Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.