An Introduction to the CITE-ITEL Database: Access, Dialogue and Possibility
Michelle Fowler-Amato, Old Dominion University, United States ; Michiko Hikida, Ohio State University, United States ; Erin Greeter, Keene State College, United States ; Laura Taylor, Rhodes College, United States
CITE Journal Volume 19, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The body of peer-reviewed research investigating literacy preservice teacher education is vast and broadcast widely in a variety of journals. What if there was a single, searchable, interactive platform where the literature was collected and synthesized? How might such a database inform research, practice, and policy? These were the questions faculty and graduate students from a large university in the Southwest set out to answer in 2015. Three years later, we would like to introduce CITE-ITEL, the Critical, Interactive, Transparent and Evolving review of literature on Initial Teacher Education in Literacy, our effort toward beginning to answer these important questions. The purposes of this paper are to share the methodology that has guided us in the development of CITE-ITEL, to review some of the initial findings from our systematic review of the literature from 2000-2018, to describe the user experience of the CITE-ITEL database, and to consider future possibilities for CITE-ITEL and similar databases.
Fowler-Amato, M., Hikida, M., Greeter, E. & Taylor, L. (2019). An Introduction to the CITE-ITEL Database: Access, Dialogue and Possibility. Contemporary Issues in Technology and Teacher Education, 19(2), 156-170. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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