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Beyond books: Making room for the ne...

Arizona State University.

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Beyond books: Making room for the new literacies in teacher education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Beyond books: Making room for the new literacies in teacher education./
Author:	Frambaugh-Kritzer, Charlotte.
Description:	246 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2583.
Contained By:	Dissertation Abstracts International69-07A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3319477
ISBN:	9780549700470

Beyond books: Making room for the new literacies in teacher education.
Frambaugh-Kritzer, Charlotte.

Beyond books: Making room for the new literacies in teacher education. - 246 p.

Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2583.

Thesis (Ph.D.)--Arizona State University, 2008.

The purpose of this self-study was to investigate the new literacies associated with the informational communication technologies (ICTs) in literacy teacher education. My research questions were: What will happen in one semester when I change the curriculum in my literacy methods course to include the new literacies associated with the ICTs? Additionally, I wanted to know what happens when preservice teachers learn about the new literacies associated with the ICTs. How do their literacy definitions and attitudes adapt or remain constant? How do their responses to ICTs impact integration of new literacies into my literacy methods course? I used interpretive and self-study methods to analyze the data. The data sources included: a researcher's journal, 64 hours of transcripts and field notes, a survey, and multiple artifacts. Subsequent to changing my curriculum to include the ICTs and after analyzing the data, four assertions emerged: (1) the preservice teachers resisted or accepted the new literacies in relation to nine specific issues (i.e., knowledge, time, safety, easiness, novelty, personal interest, test preparation, access, class management) towards the ICTs; (2) my own attitude towards the new literacies vacillated as I encountered the preservice teachers' resistance to or acceptance of the new literacies; (3) I was not successful in fully implementing the new literacies associated with the ICTs in robust ways; and (4) the preservice teachers shifted their literacy definitions from a traditional view framed in terms of reading and writing to a more expanded view that included new and multiple literacies. Teacher educators may wish to consider these four major assertions as they make room for the new literacies in their own courses.

ISBN: 9780549700470Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Beyond books: Making room for the new literacies in teacher education.
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245 1 0 $a Beyond books: Making room for the new literacies in teacher education.
300 $a 246 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2583.
502 $a Thesis (Ph.D.)--Arizona State University, 2008.
520 $a The purpose of this self-study was to investigate the new literacies associated with the informational communication technologies (ICTs) in literacy teacher education. My research questions were: What will happen in one semester when I change the curriculum in my literacy methods course to include the new literacies associated with the ICTs? Additionally, I wanted to know what happens when preservice teachers learn about the new literacies associated with the ICTs. How do their literacy definitions and attitudes adapt or remain constant? How do their responses to ICTs impact integration of new literacies into my literacy methods course? I used interpretive and self-study methods to analyze the data. The data sources included: a researcher's journal, 64 hours of transcripts and field notes, a survey, and multiple artifacts. Subsequent to changing my curriculum to include the ICTs and after analyzing the data, four assertions emerged: (1) the preservice teachers resisted or accepted the new literacies in relation to nine specific issues (i.e., knowledge, time, safety, easiness, novelty, personal interest, test preparation, access, class management) towards the ICTs; (2) my own attitude towards the new literacies vacillated as I encountered the preservice teachers' resistance to or acceptance of the new literacies; (3) I was not successful in fully implementing the new literacies associated with the ICTs in robust ways; and (4) the preservice teachers shifted their literacy definitions from a traditional view framed in terms of reading and writing to a more expanded view that included new and multiple literacies. Teacher educators may wish to consider these four major assertions as they make room for the new literacies in their own courses.
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650 4 $a Education, Teacher Training. $3 783747
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710 2 $a Arizona State University. $3 1017445
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