In this article, the author demonstrates how pre-service English teachers applied their own out of school media literacy practices (e.g. participation in social network sites and practices associated with remix) to their developing teaching practices. This research is informed by a growing body of work in media literacy that theorizes the important connections between youths’ out of school media lives and their in school literacy learning. The author aims to address an area that may be further developed in this regard: how preservice teachers might connect their own out of school media literacies to their in school learning in teacher education. Such connections provide opportunities for pre-service teachers to experience and demonstrate the applicability of media literacy with the youth they intend to teach.
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"The Not So Digital Divide: Bringing Pre-service English Teachers’ Media Literacies into Practice,"
Journal of Media Literacy Education,
Available at: https://digitalcommons.uri.edu/jmle/vol2/iss2/2