Countering a ‘Back-to-Basics’ Approach to Teacher Education: Multiliteracies and On-Line Discussions in a Community of Practice

Authors

  • Wendy Marie Cumming-Potvin Murdoch University South Street, Murdoch, Western Australia Australia 6150
  • Kathy Sanford University of Victoria

DOI:

https://doi.org/10.20360/G29W20

Keywords:

New Literacies, Literacy, On-Line Discussion, Teachers, Teacher Education

Abstract

Aiming to extend sociocultural theory about literacy education in teacher programs, this article reports on results from a qualitative study conducted in a Western Australian university. The project tracked a group of initial teacher and graduate education students collaborating in on-line discussion embedded in a literacy course. The article focuses on how one pre-service teacher constructed situated identities and understandings about literacy as she interacted on-line with peers and the course instructor in a community of practice (Lave & Wenger, 1991). Suggestions are provided for designing on-line CoPs that consider power and an expanded definition of literacies.

 

Author Biography

Wendy Marie Cumming-Potvin, Murdoch University South Street, Murdoch, Western Australia Australia 6150

Dr Wendy Cumming-Potvin

Senior Lecturer

School of Education

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Published

2015-01-23

How to Cite

Cumming-Potvin, W. M., & Sanford, K. (2015). Countering a ‘Back-to-Basics’ Approach to Teacher Education: Multiliteracies and On-Line Discussions in a Community of Practice. Language and Literacy, 17(1), 21–41. https://doi.org/10.20360/G29W20

Issue

Vol. 17 No. 1 (2015): Regular Issue

Section

Articles

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