Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach
The increasing awareness of diversity in the classroom requires preservice teachers to sustain equity in education. To do so, they need to use different modalities to nurture student learning experiences as students continue to create their literate identity. This study examined preservice teachers,...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Elsevier
2024-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291124000238 |
| _version_ | 1797220209151442944 |
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| author | Tala Michelle Karkar Esperat Zachary L. Stickley |
| author_facet | Tala Michelle Karkar Esperat Zachary L. Stickley |
| author_sort | Tala Michelle Karkar Esperat |
| collection | DOAJ |
| description | The increasing awareness of diversity in the classroom requires preservice teachers to sustain equity in education. To do so, they need to use different modalities to nurture student learning experiences as students continue to create their literate identity. This study examined preservice teachers, including literacy and non-literacy majors, using the pedagogical content knowledge of multiliteracies survey instrument to compare their knowledge of multiliteracies pedagogy. Multiliteracies foster creative, innovative, engaging, and meaningful learning experiences for all students. Results of the study indicated no significant mean differences in the knowledge of multiliteracies between preservice teachers with literacy specializations and those with a different specialization. The study provides a new concept for drawing on monolingual, bilingual, and multilingual learner assets, the transmultiliteracies sustaining pedagogy approach. This interdisciplinary pedagogical approach ensures teachers, whether literacy or non-literacy majors, can make instructional and curricular decisions that meet student needs. Study findings provide a new consideration for pedagogical practices across curricula in teacher education programs. |
| first_indexed | 2024-03-08T04:06:41Z |
| format | Article |
| id | doaj.art-83f1f2ec12a244ef86c008cbfc84e3ff |
| institution | Directory Open Access Journal |
| issn | 2590-2911 |
| language | English |
| last_indexed | 2024-04-24T12:45:54Z |
| publishDate | 2024-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj.art-83f1f2ec12a244ef86c008cbfc84e3ff2024-04-07T04:36:31ZengElsevierSocial Sciences and Humanities Open2590-29112024-01-019100826Revisioning curriculum through the transmulitliteracies sustaining pedagogy approachTala Michelle Karkar Esperat0Zachary L. Stickley1Department of Curriculum and Instruction, Eastern New Mexico University, 1500 S Ave O, Portales, NM 88130, USA; Corresponding author.Yhat Enterprises, LLC. 4414 82nd St. Suite 212-121, Lubbock, TX 79424, USAThe increasing awareness of diversity in the classroom requires preservice teachers to sustain equity in education. To do so, they need to use different modalities to nurture student learning experiences as students continue to create their literate identity. This study examined preservice teachers, including literacy and non-literacy majors, using the pedagogical content knowledge of multiliteracies survey instrument to compare their knowledge of multiliteracies pedagogy. Multiliteracies foster creative, innovative, engaging, and meaningful learning experiences for all students. Results of the study indicated no significant mean differences in the knowledge of multiliteracies between preservice teachers with literacy specializations and those with a different specialization. The study provides a new concept for drawing on monolingual, bilingual, and multilingual learner assets, the transmultiliteracies sustaining pedagogy approach. This interdisciplinary pedagogical approach ensures teachers, whether literacy or non-literacy majors, can make instructional and curricular decisions that meet student needs. Study findings provide a new consideration for pedagogical practices across curricula in teacher education programs.http://www.sciencedirect.com/science/article/pii/S2590291124000238LiteracyTransmultiliteracies sustaining pedagogyMultiliteracies pedagogyPreservice teachersEquity in the curriculum |
| spellingShingle | Tala Michelle Karkar Esperat Zachary L. Stickley Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach Social Sciences and Humanities Open Literacy Transmultiliteracies sustaining pedagogy Multiliteracies pedagogy Preservice teachers Equity in the curriculum |
| title | Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach |
| title_full | Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach |
| title_fullStr | Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach |
| title_full_unstemmed | Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach |
| title_short | Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach |
| title_sort | revisioning curriculum through the transmulitliteracies sustaining pedagogy approach |
| topic | Literacy Transmultiliteracies sustaining pedagogy Multiliteracies pedagogy Preservice teachers Equity in the curriculum |
| url | http://www.sciencedirect.com/science/article/pii/S2590291124000238 |
| work_keys_str_mv | AT talamichellekarkaresperat revisioningcurriculumthroughthetransmulitliteraciessustainingpedagogyapproach AT zacharylstickley revisioningcurriculumthroughthetransmulitliteraciessustainingpedagogyapproach |