Expanding Literacy Teachers’ Ways of Knowing through Visual Literacy and Web 2.0 Collaboration
Dana Grisham, National University, United States ; Thomas DeVere Wolsey, Walden University, United States ; Melissa Provost, Portsmouth Middle School, United States ; Bridget Dalton, Vanderbilt University, United States ; Jill Castek, University of California, Berkeley, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Students in today's schools and universities have grown up with technology, living in a networked world where texts are multimodal, interactive, and socially distributed (Coiro, Knobel, Lankshear, & Leu, 2008; Kress, 2003; New London Group, 1996). While today's preservice and inservice teachers are generally facile technology users, they are less skilled when it comes to using technology to support their own academic learning or the academic learning of their K-12 students. Creating educational experiences where students use media and the Internet to respond to literature, create compositions, and connect with others in interest-driven communities can support engaged learning (Jenkins, 2008; Grisham & Wolsey, 2006). This symposium will feature ways four researchers have used the collaborative power of Web 2.0 and media to enhance their teacher education courses in literacy. Additional ideas for supporting literacy using online tools and technologies in K-12 classrooms are addressed.
Grisham, D., Wolsey, T.D., Provost, M., Dalton, B. & Castek, J. (2011). Expanding Literacy Teachers’ Ways of Knowing through Visual Literacy and Web 2.0 Collaboration. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3228-3231). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).