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This is My Story: Preservice English Teachers Create Welcome Videos to Navigate the Places and Spaces of Their Literacy Lives

, New Mexico State University, United States

CITE Journal Volume 19, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Abstract

This article describes a recent qualitative collective case study of English Language Arts methods students at a large university in the Southwest United States who created literacy-based welcome videos addressed to future students. By crafting “This is my Story” videos, preservice teachers practiced technology implementation with traditionally print-based approaches, integrating multimodal media text creation and biographical narration. Digital autobiographies support preservice teachers’ ability to interrogate their own contexts in ways that prepare them to facilitate diverse literacy communities in which all voices have value. Findings suggest that purposeful applications of technology can help English teacher candidates cultivate literacy identities and hone digital literacies as part of their teacher preparation.

Keywords: English language arts, digital literacies, identities, agency, literacy practices

Citation

Marlatt, R. (2019). This is My Story: Preservice English Teachers Create Welcome Videos to Navigate the Places and Spaces of Their Literacy Lives. Contemporary Issues in Technology and Teacher Education, 19(2), 129-155. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 20, 2019 from .