Abstract
Understandings of reading and writing in digital environments have been referred to as new literacies. Digital technologies, as they pertain to writing, do not just support writing, but change what we write, the ways we write, and who we are writing to. These changes, and what they mean for effective P-12 teaching and learning, have important implications for literacy teacher educators and teacher education programs. With these issues in mind, we embarked on a collaborative self-study focused on examining what we were doing about technology in our K-8 writing methods courses. We were curious about how this had changed over the last 9 years. Findings from this inquiry revealed that some changes evolved over time, while others blossomed quickly. Changes clustered around two categories – written products and writing processes--and how these affected our knowledge and teaching practices. Additionally, our vulnerabilities as writing teacher educators in the face of rapidly changing technology came through in this inquiry. Implications for teacher educators are discussed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ball, D., & Forenzi, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.
Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self- study research. Educational Researcher, 30(3), 13–21.
Coiro et al., (2008). Central issues in new literacies and new literacy research. In J. Coiro, M. Knoble, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 13–23). New York: Routledge.
Darling-Hammond, L. (2005). Educating the new educator: Teacher education and the future of democracy. The New Educator, 1, 1–18.
Dorfman, L. R., & Cappelli, R. (2007). Mentor texts: Teaching writing through children’s literature, K-6. Portland, ME: Stenhouse.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Don Mills, ON: Pearson Canada.
Griffiths, M., Poursanidou, D., Simms, M., & Windle, J. (2006). Defining workspaces, defining ourselves. In L. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study (pp. 288–289). Cedar Falls, IA: University of Northern Iowa.
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., et al. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.
Herrington, A., Hodgson, K., & Morgan, C. (2009). Teaching the new writing: Technology, change and assessment in the 21st century classroom. New York: Teachers College Press.
Hock, M. (2003). Understanding visual rhetoric in digital writing environments. College Composition and Communication, 54(4), 629–656.
International Reading Association. (2002). Integrating literacy and technology in the curriculum. A position statement of the international reading association. Retrieved from: http://files.eric.ed.gov/fulltext/ED462709.pdf.
Jewitt, C. (2011). An introduction to multimodality. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 14–27). New York: Routledge.
Karchmer- Klein, R. (2013). Best practices in using technology to support writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 309–333). New York: Guilford Press.
Kaufman, D. (2009). A teacher educator writes and shares: Student perceptions of a publicly literate life. Journal of Teacher Education, 60(3), 338–350.
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. L. Hamilton, V. K. La Boskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 817–869). Dordrecht, The Netherlands: Kluwer Academic.
Leu, D. J. (2002). The new literacies: Research on reading instruction with the internet. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 310–336). Newark, DE: International Reading Association.
Litt, D. G., Martin, S. D., & Place, N. A. (2014). Literacy teacher education: Principles and practices. New York: Guilford Press.
Loughran, J. J. (2007). A history and context of self- study of teaching and teacher education practices. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 7–39). Dordrecht, The Netherlands: Kluwer Academic.
Martin, S. D., & Chase, M. (2010). Sharing our writing with students: Examining tensions and questioning our motives. In L. B. Erickson, J. R. Young, & S. Pinnegar (Eds.), Navigating the public and the private: Negotiating the diverse landscape of teacher education (pp. 156–159). Provo, UT: Brigham Young University.
Martin, S. D., & Dismuke, S. (2013). Engaging teachers in digital products and processes: Interview feature articles. In K. E. Pytash, R. E. Ferdig, & T. V. Rasinski (Eds.), Preparing teachers to teach writing using technology (pp. 97–108). Pittsburgh, PA: ETC Press.
Martin, S. D., & Dismuke, S. (2014a). Writing across the curriculum: An integrated, multigenre project. In D. Litt, S. Martin, & N. Place (Eds.), Literacy teacher education: Principles and practice (pp. 127–138). New York: Guilford.
Martin, S. D., & Dismuke, S. (2014b). Composing and decomposing: Understanding the complexities of the writing process through visual representations. In D. Litt, S. Martin, & N. Place (Eds.), Literacy teacher education: Principles and practice (pp. 119–123). New York: Guilford.
Martin, S. D., & Dismuke, S. (2015a). Maneuvering together towards developing new practices: Examining our collaborative processes. Studying Teacher Education, 11(1), 3–15.
Martin, S. D., & Dismuke, S. (2015b). Teacher candidates’ perceptions of their learning and engagement in a writing methods course. Teaching and Teacher Education, 46, 104–114.
Moline, S. (2012). I see what you mean: Visual literacy K-8. Portland, ME: Stenhouse Publishers.
National Commission on Writing (NCW). (2003). The neglected “R”: The need for a writing revolution. Retrieved from http://www.collegeboard.com/prod_downloads/writingcom/neglectedr.pdf
Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice. New York: Springer.
Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). Thousand Oaks, CA: Sage.
Tidwell, D., & Fitzgerald, L. (2007). Self-study as teaching. In J. Loughran, M. L. Hamilton, V. K. La Boskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 69–102). Dordrecht, The Netherlands: Kluwer Academic.
Tompkins, G. (2011). Teaching writing: Balancing process and product. New York: Allyn & Bacon.
Tysseling, L. A., & Laster, B. P. (2013). Taking technology from clinic to classroom. In E. T. Ortlieb & E. H. Cheek Jr. (Eds.), Advanced literacy practices: From the clinic to the classroom. Bingley, UK: Emerald.
Wysocki, A. (2001). Impossibly distinct: On form/content and word/ image in two pieces of computer-based interactive multimedia. Computers and Composition, 18, 209–234.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Martin, S.D., Dismuke, S. (2017). New Literacies and Technology: Keeping Current in a Writing Methods Course. In: Garbett, D., Ovens, A. (eds) Being Self-Study Researchers in a Digital World. Self-Study of Teaching and Teacher Education Practices, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-39478-7_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-39478-7_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-39476-3
Online ISBN: 978-3-319-39478-7
eBook Packages: EducationEducation (R0)