NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ909837
Record Type: Journal
Publication Date: 2011
Pages: 26
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0887-8730
Preservice Teachers' Knowledge, Attitudes, and Perception of Their Preparation to Teach Multiliteracies/Multimodality
Ajayi, Lasisi
Teacher Educator, v46 n1 p6-31 2011
The need to prepare literacy teachers to integrate new literacies into their teaching practices is becoming increasingly urgent. This is because the advent of the computer is fundamentally changing the notion of literacy and also profoundly shifting literacy instruction and the way students learn. The research objective of this study was, therefore, to examine preservice teachers' (N = 48) knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies. Data were collected through qualitative and quantitative responses from the participants. Results of the data analysis suggested that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to teach new literacies, they also noted the constraints coming from schools and school districts. The implications of the findings are discussed. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A