NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090443
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2153-2974
Preservice Teachers Experience Reading Response Pedagogy in a Multi-User Virtual Environment
Dooley, Caitlin McMunn; Calandra, Brendan; Harmon, Stephen
Journal of Digital Learning in Teacher Education, v30 n4 p121-130 2014
This qualitative case study describes how 18 preservice teachers learned to nurture literary meaning-making via activities based on Louise Rosenblatt's Reader Response Theory within a multi-user virtual environment (MUVE). Participants re-created and responded to scenes from selected works of children's literature in Second Life as a way to investigate reader response pedagogy in question. We found that, consistent with Harris, Mishra, and Koehler's (2009) TPACK activity types, these preservice teachers were able to learn about a technology integration activity within the context of building English Language Arts (ELA) pedagogical content knowledge.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A