Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic

Authors

  • Tanya Manning-Lewis
  • Kathy Sanford

DOI:

https://doi.org/10.20360/langandlit29622

Keywords:

Multiliteracy, teacher-candidates, math, science, pandemic, online

Abstract

The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.

Author Biographies

Tanya Manning-Lewis

Tanya Manning-Lewis is a Research Associate and Sessional Instructor in the Faculty of Education at the University of Victoria. Her research interests include language and literacy teaching and learning, 21st-century literacies, ELL and ESL learning experiences, youth voices in research, bilingual education, equity and diversity in schools, teacher education and gender studies. She has completed research related to students’ creation of graphic novels and other multimodal forms to document language experiences. 

Kathy Sanford

Kathy Sanford is a Professor in the Faculty of Education at the University of Victoria. Research interests focus on ways in which multiliteracies are understood through diverse disciplinary lenses. Other areas of research include gender, new literacies and technologies, multiliteracies, transdisciplinary approaches to learning, and teacher education. Additionally, she has completed research related to critical literacies and videogames and civic engagement through videogames.

Downloads

Published

2022-06-30

How to Cite

Manning-Lewis, T., & Sanford, K. (2022). Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic. Language and Literacy, 24(1), 24–40. https://doi.org/10.20360/langandlit29622