Low Barriers, but Who Is Being Prepared? Secondary English Student Teachers and Multimedia Literacies
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The use of multimedia in classrooms has the potential to improve not only students’ motivation but also foster their abilities to be critical consumers and creators of multimodal artifacts. For example, scholars have noted that video games can be helpful in English language learning (Lee, Y. J., 2014). Others have cited the specific use of video and movies in the classroom to enhance student comprehension and facilitate critical media literacy discussions (Miura, 2015; Pederson, 2014). There exist massive changes that are occurring in how we create and consume information and the ubiquity of digital texts in today’s classrooms; to prepare future teachers for classrooms full of 21st century learners, teacher educators must incorporate both multimodal consumptions and creation into their course syllabi. The following article is concerned with the preparation of beginning English Language Arts teachers who will be responsible for helping middle and high school students create and consume in a digital world where many barriers to advancement, like poverty, have been leveled. This paper will show the results of a content analysis conducted on preservice teachers’ digital storytelling assignments, and how, despite access to digital technologies, our sense of what counts as a compelling narrative is little changed.
Abstract
The use of multimedia in classrooms has the potential to improve not only students’ motivation but also foster their abilities to be critical consumers and creators of multimodal artifacts. For example, scholars have noted that video games can be helpful in English language learning (Lee, Y. J., 2014). Others have cited the specific use of video and movies in the classroom to enhance student comprehension and facilitate critical media literacy discussions (Miura, 2015; Pederson, 2014). There exist massive changes that are occurring in how we create and consume information and the ubiquity of digital texts in today’s classrooms; to prepare future teachers for classrooms full of 21st century learners, teacher educators must incorporate both multimodal consumptions and creation into their course syllabi. The following article is concerned with the preparation of beginning English Language Arts teachers who will be responsible for helping middle and high school students create and consume in a digital world where many barriers to advancement, like poverty, have been leveled. This paper will show the results of a content analysis conducted on preservice teachers’ digital storytelling assignments, and how, despite access to digital technologies, our sense of what counts as a compelling narrative is little changed.
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