Insiders' Views of New Literacies, Schooling, and the Purpose of Education: "We Should Be Teaching Them More Important Things"

Autor/inn/en	Wimmer, Jennifer J.; Draper, Roni Jo
Titel	Insiders' Views of New Literacies, Schooling, and the Purpose of Education: "We Should Be Teaching Them More Important Things"
Quelle	In: Reading Psychology, 40 (2019) 2, S.149-168 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2019.1607000
Schlagwörter	Value Judgment; Preservice Teachers; Student Attitudes; Educational Needs; Teacher Educators; Teacher Background; Technology Integration; Curriculum Enrichment; Elementary School Teachers; 21st Century Skills; Futures (of Society); Multiple Literacies; Technological Literacy; Conventional Instruction; Success; Access to Information; Teacher Role; Role of Education + Suchen Sie Ihr Suchwort? Werturteil; Schülerverhalten; Educational need; Bildungsbedarf; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Future; Society; Zukunft; Technisches Wissen; Erfolg; Lehrerrolle; Bildungsauftrag
Abstract	Given that most preservice teachers have grown up in a technological world, it is commonly accepted that they will bring their new literacies knowledge and skills into their future classrooms. However, little is actually known about preservice teachers' perceptions of the place of new literacies in elementary schools. Therefore, the purpose of this paper was to investigate preservice elementary teachers' perceptions of the need to support or teach new literacies in their future classrooms. Using survey design, descriptive analysis, and thematic analysis the following three findings were identified: (a) the participants of this study were insiders, (b) the participants favored teaching traditional, school-based literacies, and (c) the participants assumed that the purpose of education was to do well in school. The findings suggest that rather than assume preservice teachers will simply bring their new literacies practices into schools and help their future students engage in the multiple literacies needed for success in and out-of-school, teacher educators must explicitly prepare them to do so. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01