Fostering Awareness through Transmediation: Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature (pp. 1-20)

Authors

  • Xenia Hadjioannou Penn State University - Lehigh Valley Campus
  • Mary Hutchinson Penn State University - Lehigh Valley Campus

DOI:

https://doi.org/10.18251/ijme.v16i1.692

Keywords:

multicultural literature, transmediation, multicultural teacher education, critical literacy, preservice teacher education, language and literacy education

Abstract

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.

Author Biography

Xenia Hadjioannou, Penn State University - Lehigh Valley Campus

Associate Professor of Language and Literacy Education
Penn State Lehigh Valley Campus

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Published

2014-02-15

How to Cite

Hadjioannou, X., & Hutchinson, M. (2014). Fostering Awareness through Transmediation: Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature (pp. 1-20). International Journal of Multicultural Education, 16(1). https://doi.org/10.18251/ijme.v16i1.692

Issue

Section

Articles (Peer-reviewed)