Developing Teachers as Writers: Teacher Candidates' Perceptions of Digital Multimodal Composition
Contribution to Books
With the emergence of digital composing tools and daily immersion in social media, email, and other forms of digital writing, today's teachers must be prepared to teach writing with multimodality. Thus, it is important that teacher educators create experiences that allow candidates to compose digitally and reflect on the implications for K-12 instruction. One promising practice, digital storytelling, is a pedagogical practice for K-12 and teacher education that supports writing development, writer identity, and digital literacies. This chapter discusses research examining the ways that integration of a digital storytelling project invited teacher candidates to experience the multimodal, digital composing process as a way to develop their own writing with technology and consider the implications for teaching writing.
Harlow Shinas, Valerie; Wen, Huijing; and Guo, Daibao. (2022). "Developing Teachers as Writers: Teacher Candidates' Perceptions of Digital Multimodal Composition". In T.S. Hodges (Ed.), Handbook of Research on Teacher Practices for Diverse Writing Instruction (pp. 88-107). IGI Global. https://doi.org/10.4018/978-1-6684-6213-3.ch006