Exploring How Secondary Pre-Service Teachers' Use Online Social Bookmarking to Envision Literacy in the Disciplines

Authors

Jamie Colwell, Old Dominion UniversityFollow
Kristen Gregory, Old Dominion UniversityFollow

Document Type

Article

Publication Date

2016

Publication Title

Reading Horizons

Volume

55

Issue

3

Pages

62-97

Abstract

This study considers how pre-service teachers envision disciplinary literacy through an online social bookmarking project. Thirty secondary pre-service teachers participated in the project through an undergraduate literacy course. Online bookmarks and post-project reflections were collected and analyzed using a constant comparative approach to determine emergent themes. Results suggest varying levels of disciplinary knowledge among pre-service teachers, influences of pre-service teachers' envisionments on posted bookmarks, and considerations about standardized testing in disciplinary literacy instruction. Implications for teacher education are discussed in light of these results. Copyright (c) by the authors.

ORCID

0000-0002-4879-0991 (Gregory)

Original Publication Citation

Colwell, J., & Gregory, K. (2016). Exploring how secondary pre-service teachers' use online social bookmarking to envision literacy in the disciplines. Reading Horizons, 55(3), 62-97.

Repository Citation

Colwell, Jamie and Gregory, Kristen, "Exploring How Secondary Pre-Service Teachers' Use Online Social Bookmarking to Envision Literacy in the Disciplines" (2016). Teaching & Learning Faculty Publications. 48.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/48