PRESERVICE TEACHERS' KNOWLEDGE, ATTITUDES, AND PERCEPTION OF THEIR PREPARATION TO TEACH MULTILITERACIES/MULTIMODALITY

TLDR

The growing importance of preparing literacy teachers to integrate new literacies, driven by the computer’s impact on literacy concepts and instruction, is increasingly urgent. The study examined preservice teachers’ knowledge of and perceptions of their teacher‑education preparation to teach multimodality/multiliteracies. Data were collected via qualitative and quantitative responses from 48 preservice teachers. Participants recognized the influence of new communication technologies on literacy but expressed concerns about the adequacy of their preparation and highlighted constraints imposed by schools and districts.

Abstract

The need to prepare literacy teachers to integrate new literacies into their teaching practices is becoming increasingly urgent. This is because the advent of the computer is fundamentally changing the notion of literacy and also profoundly shifting literacy instruction and the way students learn. The research objective of this study was, therefore, to examine preservice teachers' (N = 48) knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies. Data were collected through qualitative and quantitative responses from the participants. Results of the data analysis suggested that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to teach new literacies, they also noted the constraints coming from schools and school districts. The implications of the findings are discussed.