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ERIC Number: EJ879828
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: ERIC
Reference Count: 32
ISSN: ISSN-0013-1946
Lolita, Facebook, and the Third Space of Literacy Teacher Education
Skerrett, Allison
Educational Studies: Journal of the American Educational Studies Association, v46 n1 p67-84 2010
This article derives from an Adolescent Literacy course that had been designed to foster preservice teachers' knowledge, skills, and dispositions to teach from a multiliteracies perspective. At the course's conclusion, the author designed, and secured institutional IRB approval to conduct, a self-study of curriculum, teaching, and learning experiences in the course. Specifically, the article explores a learning task in which groups of preservice teachers created multigenre projects to represent key themes from self-selected books that they had read in in-class book clubs. The multi-genre assignment was designed to provide opportunities for preservice teachers to draw on any of their in- and out-of-school literacy practices that they wished. In this analysis, the author focuses on the Lolita book club, named for the book, "Lolita," that inspired students' work and a Facebook profile for Lolita, the main character of the book, that the preservice teachers created. The Lolita group comprised four female secondary English preservice teachers--one student of color and three White students. The book "Lolita" concerns an adult man, Humbert Humbert, who becomes sexually obsessed with a young girl named Dolores but who he also calls Lolita. In the book, Lolita also draws the sexual interest of, and becomes sexually involved with, another adult male. The novel has been controversial because of this theme of sexual exploitation and also because it depicts the adolescent girl exploring her sexuality with male and female characters outside of these adult-youth relationships. In keeping with the perspective that book clubs, as a literacy practice, occur both in and out of school, and that adults and young people should choose books that authentically reflect their interests and the contexts in which they are reading, the author agreed with their choice of this book. This choice of text, however, and preservice teachers' expressions of the meanings they derived from it on Facebook, introduced the third space into the teacher education classroom. This third space was fraught with teaching and learning challenges and opportunities directly derived from the bridging of in- and out-of-school literacies. The article first presents its theoretical framework and related research. It then analyzes how the instructional event produced the third space. The article concludes by emphasizing the potential of third space theory to deepen one's understandings and pedagogical practices in relation to literacy teacher education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A