Engage Me: Using New Literacies to Create Third Space Classrooms that Engage Student Writers

Adolescents use a wide variety of literacy practices in their daily lives. Preservice teachers in this study looked for ways to motivate their students to write by asking them about their in-school and out-of-school writing practices. This survey shows a gap between what motivates students to write for school and why they write out of school. The results suggest that English teachers can forge a “third space” in which out-of-school literacy practices are integrated into the curriculum. This survey provides insights for improving writing pedagogy in regards to students’ expressed desire to communicate, express themselves, and to be involved

Digital Poetry Practicum: Preservice English Language Arts Teachers’ Dispositions of New Literacies

This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) and Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009) specific to the use of emerging technologies within the ELA classroom. The findings of this study show that online spaces can develop dispositions of New Literacies (Knobel & Lankshear, 2007) and can bridge theory and practice in teacher preparation programs

Stories of sports: critical literacy in media production, consumption, and dissemination/ edited by Katherin Garland, Katie Shepherd Dredger, Crystal L. Beach and Cathy Leogrande.

Includes bibliographical references and index."This book centralizes media, sports, and athlete identity while providing an in-depth evaluation of the role that media play in how society views and discusses sports and athletes, highlighting several types of intertextuality and intersectionality while doing so"--Foreword / Andraya N. Carter -- Using critical media literacy pedagogy to analyze Colin Kaepernick's athletic activism / Katherin Garland -- Selling patriotism on and off the field : media connections between baseball, the military, and the government / Brian Sheehy -- Relationships between youth-sports coaches and athletes : messages from the "best" sports-related films / Luke Rodesiler, Mark A. Lewis, and Alan Brown -- Truth be told : the mutual responsibilities of artists and consumers / Mark A. Fabrizi -- Telling the story of youth, sports, and disability in Friday Night Lights / Ewa McGrail, J. Patrick McGrail, and Alicja Rieger -- Transforming diabetes stigma : the role of counternarrative in sports media / Cynthia Martin -- Languaging actions in sports media and students' writing about sports / Richard Beach and Limarys Caraballo -- Performance, style, and substance : the female athlete / Crystal L. Beach and Katie Dredger -- Booth, sidelines or studio : how place defines women sports broadcasters on television / Cathy Leogrande.1 online resource (xi, 223 pages)

Making Time and Creating Space for Undergraduate Research

Working at a teaching intensive university, it is often challenging to balance the demands of teaching and research. It is even more difficult to incorporate undergraduate research into the mix, despite knowing the benefits of this practice, when that culture is not present in your particular program. This article offers insight into how one group of teacher educators embedded undergraduate research into an existing research project and the lessons the faculty and students learned along the way