Abstracts
Abstract
This article reports on a collaborative S-STEP where the authors, in response to the LLRC 2024 Preconference Call, attuned to digital media within their instructional practices in elementary English Language Arts (ELA) methods courses. This inquiry engaged with posthumanist theories of agential realism and concepts of entanglement and intra-actions. Findings for this paper come from an agential cut focused on a set of reading-focused literacy centers. The findings show the digital-in-practice, where digital media were always in relation to other human and non-human elements. Through its consideration of these intra-actions, this S-STEP illuminates elements of teaching and research practices and identifies implications for each.
Keywords:
- literacies,
- pedagogies,
- teacher education,
- digital media,
- self-study of teacher education practices
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Appendices
Biographical notes
Dr. Tara-Lynn Scheffel (she/her) is an Associate Professor in language and literacies at Wilfrid Laurier University in Ontario, Canada. Tara-Lynn’s research explores student/literacy engagement, community-based literacy initiatives, early literacy and literacy teacher education. She was previously the Elizabeth Thorn Chair in Literacy at Nipissing University and is past president of the Language and Literacy Researchers of Canada (LLRC).
Dr. Lori McKee (she/her) is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan. Lori’s research focuses on the intersections of literacies, pedagogies, and teacher professional learning. She is currently a co-investigator on the Reading Pedagogies of Equity: Networked Literacy Pedagogues as Resources for Academic Reading Praxes in Teacher Education project (funded through a SSHRC Insight Grant, Rachel Heydon, PhD, Principal Investigator).
Bethany Correia (she/her) is a Master of Education graduate and works full-time as a Further Education & Employment Consultant in the Career Development Centre at Wilfrid Laurier University in Ontario, Canada. As a budding scholar, Bethany’s research interests relate to student engagement, experiential learning, self-efficacy, belonging, and holistic development in the context of higher education.