How Asynchronous Discussion Boards Mediate Learning Literacy Methods Courses to Enrich Alternative-Licensed Teachers’ Learning Experiences

2010 ◽  
Vol 43 (1) ◽  
pp. 1-28 ◽  
Author(s):  
Lasisi Ajayi
Keyword(s):  
Learning Experiences ◽  
Asynchronous Discussion ◽  
Discussion Boards ◽  
Methods Courses ◽  
Literacy Methods ◽  
Asynchronous Discussion Boards

A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses

2020 ◽  
Vol 16 (3) ◽  
pp. 286-305
Author(s):  
Carin Appleget ◽  
Courtney Shimek ◽  
Joy Myers ◽  
Breanya C. Hogue
Keyword(s):  
Methods Courses ◽  
Critical Friends ◽  
Self Study ◽  
Literacy Methods

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

2019 ◽  
Vol 51 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Tracey T. Flores ◽  
Saba Khan Vlach ◽  
Catherine Lammert
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Instructional Practices ◽  
Children’S Literature ◽  
Literacy Education ◽  
Methods Courses ◽  
Literacy Methods ◽  
K 12 ◽  
Literacy Educators

This review of literacy education scholarship examines the ways that children’s literature is used as a resource within literacy methods courses in the preparation of preservice teachers (PTs) as transformative intellectuals. The research indicates that the use of children’s literature in literacy methods courses has served two distinct purposes: (a) to engage PTs in learning literacy instructional practices and (b) to engage PTs in building sociocultural knowledge and learning transformative (e.g., culturally relevant) pedagogies. This review is framed by Giroux’s call for educators to disrupt technocratic approaches to instruction. The findings emphasize the importance of using children’s literature with PTs to broaden PTs’ understandings of their future student’s lives, so they might engage in transformative pedagogies as future K-12 literacy educators.

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