Fostering Awareness through Transmediation

Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature (pp. 1-20)

Bibliographic Data

ID2501920
AuthorsXenia Hadjioannou (0000-0002-7125-5129, Pennsylvania State University), Mary Hutchinson (0000-0003-0025-2681, Pennsylvania State University)
Year2014
Volume16
Issue1
Publication date2014-02-15
Open AccessYes
TypeARTICLE
VenueInternational Journal of Multicultural Education (JOURNAL)
Journal identifiersISSN: 1934-5267 • E-ISSN: 1934-5267
PublisherEastern University (PUBLISHER • US)
DOI10.18251/ijme.v16i1.692
OpenAlexW2130975665
LanguageEN
Citations received6
References cited16

Research has extolled the potential of transmediation in expanding learners' analytical and critical insight. However, this approach requires teachers prepared to employ this multimodal way of knowing. This study examines the impact of transmediation course experiences on pre-service teachers' comprehension of and critical engagement with multicultural children's literature, particularly in relation to multicultural awareness and social justice; their instructional planning; and their intended practice. Findings suggest presenting and supporting transmediation as a critical literacy approach can have a powerful effect on pre-service teachers' understanding of texts, on their sensitivity to diversity issues, and on their beliefs about teaching and learning

Comprehension · Diversity (politics · Linguistics · Literacy · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Sociology · Digital Storytelling and Education · Literacy, Media, and Education · Philosophy · Psychology · Reading and Literacy Development

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Open DOISci-HubOpen Access