Document Type
Article
Publication Date
1-1-2017
Journal / Book Title
Nordic Journal of Digital Literacy
Abstract
This circumscribed review analyzes recent sociocultural, qualitative research in digital literacies within pre-service teacher education. It focuses on what teacher educators are doing with respect to working with pre-service teacher education students and digital literacies conceived more in terms of social practices than as proficiency in using education technology tools. Analysis suggests digital literacies within pre-service teacher education are typically linked to out-of-school practices in order to help facilitate student teachers' take-up of digital literacies in their own classrooms. The studies also suggest that projects that encourage and support collaboration are well received by pre-service teachers and seem to result in fruitful learning.
DOI
10.18261/ISSN.1891-943X-2017-03-03
MSU Digital Commons Citation
de Oliveira Nascimento, Ana Karina and Knobel, Michele, "What’s to be learned? A Review of Sociocultural Digital Literacies Research within Pre-service Teacher Education" (2017). Department of Teaching and Learning Scholarship and Creative Works. 160.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/160
Rights
This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC 4.0 License (http://creativecommons.org/licenses/by-nc/4.0/).
Published Citation
Nascimento, A. K. D. O., & Knobel, M. (2017). What’s to be learned? A review of sociocultural digital literacies research within pre-service teacher education. Nordic Journal of Digital Literacy, 12(3), 67-88.