Digital Literacy in Faculties of Education: A research inquiry

This page outlines my inquiry into the digital literacies in Canadian faculties of education as well as a link to the pre-print edition of a chapter – Letting the light shine in: A tapestry of digital literacies in Canadian faculties of education – written about this investigation. By reviewing research from across the country, this chapter synopsis illuminates distinctive patterns in teaching, learning, and research into digital literacies and digital competencies (DL/DC) in faculties of education across Canada. Singular threads reveal trends that enhance digital literacy learning and digital competency development. Research into digital readiness, a digital competence profile, and self-study scholarship reveals the patchy nature of measurement of digital literacies in Canadian faculties of education (FoE). This chapter concludes with insights into contextual factors that impact teaching and learning in faculties of education in Canada. This chapter synopsis illuminates limitations and barriers, the cracks in the development of digital literacies in teacher education programs, which allow individual lights of innovation to shine across this vast and diverse country. The full chapter will be published in the coming year.

Researching DL/DC integration in Canadian FoE is complex and multifaceted. Canadian FoE are under the jurisdictional control of the ten provinces and three territories, resulting in a fractured and scattered dispersion of digital literacy practices and approaches. This is compounded by TCs being exposed to differing technological applications in both their coursework within the faculty and while on placements in local K-12 school contexts. As a result of the research explored for this chapter, three patterns emerge in the tapestry of digital literacies in faculties of education across Canada. First, digital literacies and competencies are interwoven within other areas of endeavour. Second, singular threads can be pulled to reveal unique textures and colours that are often hidden in the larger design across the Canadian FoE tapestry. Third, a consistent measurement system for digital skills, fluencies, competencies, and literacies in Canadian FoE are patchy, with pockets of innovation emerging to respond to provincial and national calls for greater standardization and accountability.

Across the research literature focusing on digital literacies from Canadian faculties of education, there are interwoven threads from other areas of study. As Brown and Jacobsen (2016) discover in their examination of one Canadian FoE, students are encouraged to leverage media and digital literacies throughout their courses to communicate and represent their understanding through the use of a variety of technological applications. The research shows that these inter-weavings include: combinations with media and multiliteracies (Hoechsmann & DeWaard, 2015; Hoechsmann & Poyntz, 2017; Rennie, 2015); infused into literacy instruction and literacy methods courses (Kosnik & Dharamashi, 2016; Leslie, 2010); categorized with information communication technologies (ICT) and emerging technologies (Martinovic & Zhang, 2012; Morris, 2012); applied to equity, diversity, inclusion, and multicultural strategies (Passey et al., 2018; Taylor & Hoechsmann, 2011); and, enhanced through open teaching (Couros, 2010) and open educational pedagogies and practices (DeWaard & Roberts, 2021; Paskevicius & Irvine, 2019).

In FoE across Canada, there is evidence of singular threads that, when pulled together, reveal details of a rich and colourful tapestry of digital infusions into teacher education. These individual threads represent pedagogies, practices, locations, and applications, which support the development of DL/DC within teacher education. This includes research and application of the use of digital timelines (DeCoito, 2020); digital memory work (Strong-Wilson et al., 2014); wikis for poetry writing (Dymoke & Hughes, 2009); blogging as a form of authentic assessment in an open educational practice (DeWaard & Roberts, 2021); digital games and makerspaces (Hébert & Jenson, 2020; Hughes et al., 2020); the creation of digital or eportfolios (Brown & Jacobsen, 2016; Hagerman & Coleman, 2017; Hopper et al., 2018; Hughes, 2008; O’Connor et al., 2020; Paulson & Campbell, 2018) creating video in the form of digital story (Robertson et al., 2012; Watt, 2019) or “slowmation” (Vratulis et al., 2011); and the use of Twitter (Couros, 2009; Veletsianos & Kimmons, 2016).

By pulling these individual threads of research and practice into the light, it is evident that FoE across Canada are exploring DL and DC in unique and interesting ways. While this examination is by no means conclusive or complete, since many threads such as research into instructional design (Holden et al., 2021), integration of Facebook in teaching, and emerging technologies such as artificial intelligence, virtual reality, and augmented reality (Ivus et al., 2021) remain hidden in this DL/DC tapestry, this investigation does reveal the richness and colour that shape this uniquely Canadian representation of FoE work to develop DL and DC in teaching and learning. What is not yet evident through this analysis is the presence of any substantial or sustainable mechanisms for the measurement of DL or DC in FoE in Canada, as there appears to be in European contexts with the DigCompEDU framework (Redecker, 2017). The measurement of DL/DC in Canadian FoE will be examined next.

While Canada has a patchwork tapestry of fifty FoE programs across the country, the regulations and standards established for graduation from FoE programs by each of the ten provinces and three territories ensures quality measures for teacher accreditation across the country. Consistent with this collage of FoE, the measurement of DL/DC is found in patches, without explicit or consistent reporting of success in the DL/DC areas identified in the research literature. Starkey (2020) explores research of teacher preparation programs with a focus on digital competence, resulting in a framework for aligning digital competencies within FoE programs under the categories of generic digital competencies, digital teaching competencies, and professional digital competencies for both teacher educators and pre-service teachers. While Starkey’s (2020) framework provides some program wide guidance for the review purposes, it fails to provide specific or measurable outcomes that can be targeted or tracked between students, teacher educators, courses, or between faculty programs. Research conducted by Cai and Gut (2020) examines the relationships between literacies and digital problem solving in teacher education across four countries, including Canada, the USA, Finland, and Japan, revealing that “educators’ proficiency in literacy and digital problem-solving skills matters” (p. 185). This is not news to those in Canadian FoE who continue to find unique ways to infuse and attempt to measure DL/DC in teacher education, as evident in the research literature.

I shed light on areas of measurement evident in the Canadian FoE contexts with some connections to DL/DC, specifically the digital readiness research by Blayone (2018) and van Oostveen et al., (2019), the digital competence profile compiled by Ally (2019), and the self-study scholarship of Baroud and Dharamshi (2020) and Figg and Jaipal-Jamani (2020).

The research into digital literacies in FoE in the Canadian context is diverse and complex. In this attempt to untangle these complexities while revealing inter-weavings and pulling threads into the light, it is worthy to note some underlying themes that colour the DL/DC tapestry in Canadian FoE. The first is the impact and response to the legacy of colonialism, with specific action framed by the Truth and Reconciliation Commission’s report (The Truth and Reconciliation Commission, 2015). Second is the complexity across Canadian contexts of diversity, distances, and the networking of people, places, and programs. Third is the use of DL/DC and technological innovations to push beyond borders – the borders that frame FoE within their larger HE environments, the borders that frame universities in Canada within provincial domains, and efforts to span the national borders that bind digital literacy practices in Canadian FoE thus restricting an understanding of how DL/DC are applied around the globe, as revealed in this particular text. It is through sharing the DL/DC practices in FoE across the country and around the globe, that DL in teacher education will truly be transformed.

If the words of Canadian thought leader Henry Giroux are taken to heart, the infusion of digital literacies and the measurement of the success of this infusion are vitally important to rethink not only “the relationship between education and democracy, but also the very nature of teaching, the role of teachers as engaged citizens and public intellectuals and the relationship between teaching and social responsibility” (Giroux, 2012, paragraph 1). Of particular importance to the infusion and measurement of DL/DC in teacher education programs is one caution Giroux (2012) presents, that of “the commodification of knowledge and the privatizing of both the learning process and the spaces in which it takes place” (paragraph 6). It is essential, not only in Canadian FoE, but in FoE around the globe, to consider the human side of digital integration. It is through the criticality of thought emerging from the voices and choices of teacher educators and pre-service teachers, that examination of DL/DC within courses and programs of study in FoE provide an “opportunity to engage in much needed self-critique regarding the nature and purpose of schooling, classroom teaching and the relationship between education and social change” (Giroux, 2012, para. 11).

Throughout the research into DC/DL in FoE in Canada, there lies an underlying thread of caution. With efforts to decolonize educational practices especially with the infusion of technology, policy makers, program developers, teacher educators, and students in teacher education programs need to be vigilant in how technologies can be used, infused, and refused within FoE programs. It is vitally important to “include the critical skills needed for students’ to ethically and responsibly read digital texts from their particular subject positions, and compose content that diminishes inequities and/or seeks to solve community, regional, or national issues” (Baroud & Dharamshi, 2020, p. 165). This includes a critical lens on how measures of DC/DL in FoE enable deeper discourse into metacognition, digital citizenship, decolonization, the complexity of teaching, globalization, environmental sustainability, all while respecting the right to be included, the right to refuse, and the right to be forgotten. More specifically, the collective actions toward improving DC/DL from the knowledge builders and knowledge keepers in FoE in Canada, should model and support systemic changes toward social justice, equity, access, and diversity. In this way, the individual lights created by researchers, preservice teachers, teacher educators, and FoE leaders will shine through the diverse tapestry of DL/DC in Canadian FoE.

References

NOTE: This is the full reference list from the chapter being published. Some of these references are cited in this synopsis. This is not the full list of all references curated for this topic, only those specifically cited in the chapter.

About. (2021). Galileo Educational Network: Inspiring a Passionate Commitment to Learning. https://galileo.org/about/

Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. (JRC 67075). European Commission Joint Research Centre Institute for Prospective Technological Studies. http://www.dctest.org/uploads/6/8/7/0/68701431/jrc67075_tn.pdf

Ally, M. (2019). Competency profile of the digital and online teacher in future education. The International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4206

Anderson, T. (2016). Theories for learning with emerging technology. In G. Veletsianos (Ed.), Emergence and innovation in online learning. Athabasca University Press.

Baroud, J. (2020). Engaging the intersections of equity and technology in teacher education instruction, curriculum and pedagogies [PhD Disssertation, University of Ottawa]. https://ruor.uottawa.ca/bitstream/10393/41116/5/Baroud_Jamilee_2020_thesis.pdf

Baroud, J., & Dharamshi, P. (2020). A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education. Studying Teacher Education, 16(2), 164–182. https://doi.org/10.1080/17425964.2020.1739639

Beaton, B., & Carpenter, P. (2016). Digital Technology Innovations in Education in Remote First Nations. In Education, 22(1), 42–60.

Becker, S., & Jacobsen, M. (2021). Possibilities and challenges: Designing for the makerspace as an approach to teacher learning. In J. Nickel & M. Jacobsen (Eds.), Preparing teachers as curriculum designers (pp. 373–404). Canadian Association for Teacher Education/ Canadian Society for Studies in Education. https://cate-acfe.ca/wp-content/uploads/2021/04/Preparing-Teachers-as-Curriculum-Designers_ebook_Final.pdf

Berry, A. (2020). S-STTEP: Standing on the threshold of opportunity. In J. Kitchen, A. Berry, S. M. Bullock, A. Crowe, M. Taylor, H. Guojonsdottir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (2nd ed., pp. 3–14). Springer.

Blayone, T. (2018). Reexamining digital-learning readiness in higher education: Positioning digital competencies as key factors and a profile application as a readiness tool. International Journal on E-Learning, 17(2), 425–451. https://www.learntechlib.org/p/178285

Blayone, T., Mykhailenko, O., vanOostveen, R., & Barber, W. (2018). Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity. Education and Information Technologies, 23(3), 1377–1402. https://doi.org/10.1007/s10639-017-9662-6

Brown, E., & Jacobsen, M. (2016). Teaching and learning with technology in participatory digital cultures: A review of policy and practices in Alberta and Manitoba. In M. Hirschkorn & J. Mueller (Eds.), What should Canada’s teachers know? Teacher capacities: Knowledge, beliefs and skills (pp. 428–462). Canadian Association for Teacher Education. https://cate-acfe.ca/wp-content/uploads/2020/07/What-Should-Canadas-Teachers-Know-Hirschkorn-and-Mueller-Eds-December-2016.pdf

Bullock, S. M. (2013). Using digital technologies to support self‐directed learning for preservice teacher education. The Curriculum Journal, 24(1), 103–120. https://doi.org/10.1080/09585176.2012.744695

Burns, T., & Gottschalk, F. (Eds.). (2020). Education in the digital age: Healthy and happy children. Educational Research and Innovation, OECD Publishing, Paris. https://doi.org/10.1787/1209166a-en

Butler-Kisber, L. (2017). Editorial. LEARNing Landscapes, 11(1), 7–12.

Cai, J., & Gut, D. (2020). Literacy and Digital Problem -solving Skills in the 21st Century: What PIAAC Says about Educators in the United States, Canada, Finland and Japan. Teaching Education, 31(2), 177–208. https://doi.org/10.1080/10476210.2018.1516747

Canadian Association of Deans of Education. (2014). Accord on the Internationalization of Education. https://www.trentu.ca/education/sites/trentu.ca.education/files/ACDE%20Accord%20on%20the%20Internationalization%20of%20Education.pdf

CMEC. (2020). Pan-Canadian systems-level framework on global competencies: Literature review. Council of Ministers of Education, Canada. https://www.cmec.ca/Publications/Lists/Publications/Attachments/402/Pan-Canadian%20framework%20on%20Global%20Competencies%20Literature%20Review_EN.pdf

Collier, D., & Rowsell, J. (2014). A Room with a view: Revisiting the multiliteracies manifesto, twenty years on. FLuL, 43. https://www.academia.edu/11090435/A_Room_with_a_View_Revisiting_the_Multiliteracies_Manifesto_Twenty_Years_On

Couros, A. (2006). Examining the open movement: Possibilities and implications for education [Dissertation, University of Regina]. http://educationaltechnology.ca/publication_files/research/Dissertation-Couros-FINAL-06-WebVersion.pdf

Couros, A. (2008). Networked Teacher Diagram – Update [Photo]. https://www.flickr.com/photos/courosa/2922421696/

Couros, A. (2009). Open, connected, social – implications for educational design. Campus-Wide Information Systems, 26(3), 232–239. https://doi.org/10.1108/10650740910967393

Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 109–127). Athabasca University Press.

Darvin, R., & Norton, B. (2017). Investing in new literacies for a cosmopolitan future. In R. Zaidi & J. Rowsell (Eds.), Literacy lives in transcultural times (pp. 89–101). Routledge.

DeCoito, I. (2020). The case for digital timelines in teaching and teacher education. International Journal of E-Learning and Distance Education, 35(1), 1–36.

Desjardins, F. J., Lacasse, R., & Belair, L. M. (2001). Toward a definition of four orders of competency for the use of information and communication technology (ICT) in education. C. Computers and Advanced Technology in Education, Banff, Alberta.

Desjardins, F. J., vanOostveen, R., Childs, E., & Blayone, T. (2015). General technological competency and use. https://eilab.ca/wp-content/uploads/2017/08/GTCU-poster.pdf

DeWaard, H., & Hoechsmann, M. (2021). Landscape and terrain of digital literacy policy and practice: Canada in the twenty‐first century. In D. Frau‐Meigs, S. Kotilainen, M. Pathak‐Shelat, M. Hoechsmann, & S. R. Poyntz (Eds.), Handbook on media education research: Contributions from an evolving field (pp. 363–371). John Wiley & Sons, Inc. https://onlinelibrary.wiley.com/doi/10.1002/9781119166900.ch34

DeWaard, H., & Roberts, V. (2021). Revisioning the potential of Freire’s principles of assessment: Influences on the art of assessment in open and online learning through blogging. Distance Education. https://doi.org/10.1080/01587919.2021.1910494

Dewey, J. (1916). Chapter 7: The democratic conception in education. In Democracy and Education (pp. 85–104). Penn State.

Dymoke, S., & Hughes, J. (2009). Using a poetry wiki: How can the medium support pre-service teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age? English Teaching: Practice and Critique, 8(3), 91–106.

Education in the Digital Age: Healthy and Happy Children. (2020). OECD ILibrary. https://www.oecd-ilibrary.org/education/education-in-the-digital-age_1209166a-en

Figg, C., & Jaipal-Jamani, K. (2020). Technology teacher educators: The role of self-study in supporting digital age technology in teacher education. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 985–1019). Springer. https://doi.org/10.1007/978-981-13-6880-6_33

Forsythe, G. (2014). My suggested update to the community of inquiry venn diagram [2048×1800; Graphic]. https://flic.kr/p/nLbm3A

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson. https://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf

Gallagher, T., & Rowsell, J. (2017). Untangling binaries: Where Canada sits in the “21st century debate.” McGill Journal of Education, 52(2), 383–407.

Garrison, D. R. (2016). Thinking collaboratively: Learning in a community of inquiry. Routledge.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071

Giroux, H. (2012, December 17). The war against teachers as public intellectuals in dark times. Op-ed. Truthout. https://truthout.org/articles/the-corporate-war-against-teachers-as-public-intellectuals-in-dark-times/

Goodnough, K., Falkenberg, T., & MacDonald, R. (2016). Examining the Nature of Theory–Practice Relationships in Initial Teacher Education: A Canadian Case Study. Canadian Journal of Education / Revue Canadienne de l’éducation, 39(1), 1–28. JSTOR.

Government of Canada. (2018, December 21). Leveraging knowledge for 21st century teaching and learning: Insights and opportunities for knowledge mobilization and future research. Social Sciences and Humanities Research Council. https://www.sshrc-crsh.gc.ca/society-societe/community-communite/ifca-iac/01-learning_report-apprentissage_rapport-eng.aspx

Hadziristic, T. (2017). The state of digital literacy in Canada: A literature review. Brookfield Institute for Innovation + Entrepreneurship. https://brookfieldinstitute.ca/wp-content/uploads/BrookfieldInstitute_State-of-Digital-Literacy-in-Canada_Literature_WorkingPaper.pdf

Hagerman, M., Beach, P., Cotnam-Kappel, M., & Hébert, C. (2020). Multiple Perspectives on Digital Literacies Research Methods in Canada. International Journal of E-Learning & Distance Education, 35(1), 1–38.

Hagerman, M. S., & Coleman, J. (2017). Implementing a digital hub strategy: Preservice teacher and faculty perspectives. LEARNing Landscapes, 11(1), 137–151. https://doi.org/10.36510/learnland.v11i1.928

Harrison, M., & DeVries, I. (2019). Open educational practices advocacy: The instructional designer experience. Canadian Journal of Learning and Technology, 45(3). https://www.cjlt.ca/index.php/cjlt/article/view/27881

Hébert, C., & Jenson, J. (2020). Teaching with Sandbox Games: Minecraft, Game-Based Learning, and 21st Century Competencies. Canadian Journal of Learning and Technology, 46(3). https://doi.org/10.21432/cjlt27990

Hildebrandt, K., Lewis, P., Kreuger, C., Naytowhow, J., Tupper, J., Couros, A., & Montgomery, K. (2016). Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation. JSSE – Journal of Social Science Education, 17-26 Pages, 2.79 MB. https://doi.org/10.4119/UNIBI/JSSE-V15-I1-1432

Hinrichsen, J., & Coombs, A. (2013). The five resources of critical digital literacy: A framework for curriculum integration. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21.21334

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Hoechsmann, M., & DeWaard, H. (2015). Mapping digital literacy policy and practice in the Canadian education landscape. Media Smarts Canada. http://mediasmarts.ca/sites/mediasmarts/files/publication-report/full/mapping-digital-literacy.pdf

Hoechsmann, M., & Poyntz, S. (2017). Learning and teaching media literacy in Canada: Embracing and transcending eclecticism. Taboo: The Journal of Culture and Education, 12(1). https://doi.org/10.31390/taboo.12.1.04

Holden, M., Pepper, S., Morris, D., Turner, A., Martin, S., Ness, J., & Burns, A. (2021). Genuine collaboration and partnership: Creating a university-and board-led PLC for instructional design. In J. Nickel & M. Jacobsen (Eds.), Preparing teachers as curriculum designers (pp. 191–221). Canadian Association for Teacher Education/Canadian Society for Studies in Education. https://cate-acfe.ca/wp-content/uploads/2021/04/Preparing-Teachers-as-Curriculum-

Honeyford, M. A. (2017). Artifacts as catalysts for reimagining transcultural literacy pedagogies. In R. Zaidi & J. Rowsell (Eds.), Literacy lives in transcultural times (pp. 117–135). Routledge.

Hopper, T., Fu, H., Sanford, K., & Monk, D. (2018). What is a digital electronic portfolio in teacher education? A case study of instructors’ and students’ enabling Insights on the electronic portfolio process. Canadian Journal of Learning and Technology, 44(2).

Howell, S., & O’Donnell, B. (2017). Digital trends and initiatives in education: The changing landscape for Canadian content. The Association of Canadian Publishers (ACP). https://publishers.ca/wp-content/uploads/2019/03/DigitalTrendsandInitiativesinEducation.pdf

Hughes, J. (2008). Exploring E-portfolios and Web logs as Learning Narratives in a Community of new Teachers. Journal of the International Society for Teacher Education, 12(1), 49–64.

Hughes, J., Morrison, L., & Robb, J. A. (2020). “Virtually” a maker: Making in an online. International Journal on Innovations in Online Education, 4(4). https://doi.org/10.1615/IntJInnovOnlineEdu.2020037132

Huynh, A., & Malli, N. (2018). Levelling up: The quest for digital literacy. Brookfield Institute for innovation + entrepreneurship. https://brookfieldinstitute.ca/wp-content/uploads/Level-Up-report-FINAL-online-1.pdf

Inamorato dos Santos, A. (2019). Practical guidelines on open education for academics: Modernising higher education via open educational practices based on the OpenEdu framework (No. JRC115663). Joint Research Centre (JRC), The European Commission Science and Knowledge Service. https://doi.org/10.2760/55923

Ivus, M., Quan, T., & Snider, N. (2021). 21st Century digital skills: Competencies, innovations and curriculum in Canada. The Information and Communications Technology Council (ICTC). https://www.ictc-ctic.ca/wp-content/uploads/2021/04/21st-century-digital-skills.pdf

Jaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK-in-practice: Designing content-centric technology professional learning contexts to develop teacher knowledge-enhanced teaching (TPACK). In C. Angeli & N. Valanides (Eds.), Technological, pedagogical content knowledge: Exploring, developing and assessing TPCK (pp. 137–163).

Koehler, M. (2012, September 24). TPACK explained. What Is TPACK. http://tpack.org/

Koehler, M. J., & Mishra, P. (2009). What Is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). https://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

Kosnik, C., & Dharamashi, P. (2016). Intertwining digital technology and literacy methods courses. In C. Kosnik, S. White, C. Beck, B. Marshall, A. L. Goodwin, & J. Murray (Eds.), Building Bridges (pp. 163–177). SensePublishers. https://doi.org/10.1007/978-94-6300-491-6_12

Leonard Cohen lyrics “Anthem.” (2021). AZLyrics. https://www.azlyrics.com/lyrics/leonardcohen/anthem.html

Leslie, L. E. (2010). Becoming a literacy teacher: From teacher preparation through the first two years of literacy teaching. PhD Thesis. http://knowledgecommons.lakeheadu.ca:7070/handle/2453/3955

Lowenthal, P., & Muth, R. (2009). Constructivism. In E. F. Provenzo Jr. & A. B. Provenzo (Eds.), Encyclopedia of the social and cultural foundations of education (pp. 178–179). Sage Publishing. http://dx.doi.org.ezproxy.lakeheadu.ca/10.4135/9781412963992.n86

Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(4), 4–11. https://doi.org/10.1080/00405841.2012.636324

Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461–469. https://doi.org/10.1016/j.tate.2011.12.001

McLean, C., & Rowsell, J. (2020). Digital literacies in Canada. In J. Lacina & R. Griffith (Eds.), Preparing globally minded literacy teachers (1st ed., pp. 177–198). Routledge. https://doi.org/10.4324/9780429397790-11

Morris, N. (2012). Learning and teaching with emerging technologies: Preservice pedagogy and classroom realities. Masters Thesis University of Windsor, 182.

O’Connor, K., Sterenberg, G., & Vaughn, N. (2020). Portfolio and self-study: An epistemology of practice. In J. Kitchen, A. Berry, S. M. Bullock, A. Crowe, M. Taylor, H. Guojonsdottir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (2nd ed., pp. 1135–1157). Springer.

OECD. (2021). OECD skills outlook 2021: Learning for life. OECD Publishing. https://doi.org/10.1787/0ae365b4-en.

Pahl, J., Rowsell, J., Collier, D., Pool, S., Rasool, Z., & Trzecak, T. (2020). Living literacies: Literacy for social change. MIT Press.

Paskevicius, M. (2018). Exploring educators experiences implementing open educational practices [Doctoral Dissertation, University of Victoria]. https://dspace.library.uvic.ca//handle/1828/10414 https://doi.org/10.5683/SP2/CA77BB

Paskevicius, M., & Irvine, V. (2019). Open education and learning design: Open pedagogy in praxis. Journal of Interactive Media in Education, 2019(1), 10. https://doi.org/10.5334/jime.512

Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T., & Smits, A. (2018). Digital agency: Empowering equity in and through education. Technology, Knowledge and Learning, 23(3), 425–439. https://doi.org/10.1007/s10758-018-9384-x

Paulson, E. N., & Campbell, N. (2018). Collective approaches to ePortfolio adoption: Barriers and opportunities in a large Canadian university. The Canadian Journal for the Scholarship of Teaching and Learning, 9(3). https://doi.org/10.5206/cjsotl-rcacea.2018.3.4

Publications. (2021). Canadian Association for Teacher Education / L’Association Canadienne Pour La Formation Des Ensignants. https://cate-acfe.ca/publications/

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (EUR – Scientific and Technical Research Reports EUR 28775 EN). Publications Office of the European Union. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu

Rennie, J. (2015). Making a scene: Producing media literacy narratives in Canada [PhD dissertation]. Ontario Institute for Studies in Education, University of Toronto.

Roberts, V., Blomgren, C., Ishmael, K., Graham, L., & Ferdig, R. E. (2018). Open educational practices in K-12 online and blended learning environments. In K. Kennedy (Ed.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 527–544). Carnegie Mellon University: ETC Press. https://kilthub.cmu.edu/articles/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_/6686813

Robertson, L., Hughes, J., & Smith, S. (2012). “Thanks for the assignment”: Digital stories as a form of reflective practice. Language and Literacy, 14(1), 78–90.

Roth, W.-M., & Lee, Y.-J. (2007). “Vygotsky’s neglected legacy”: Cultural-historical activity theory. Review of Educational Research, 77(2), 186–232. https://doi.org/10.3102/0034654306298273

Russell, T., & Dillon, D. (2015). The design of Canadian teacher education programs. In Falkenberg, T (Ed.), Handbook of Canadian research in initial teacher education (pp. 151–165). Canadian Association for Teacher Education. https://cate-acfe.ca/wp-content/uploads/2019/05/Handbook-of-Canadian-Research-in-ITE-2015-1.pdf

Russell, T., Martin, A., O’Connor, K., Bullock, S., & Dillon, M. (2013). Comparing fundamental conceptual frameworks for teacher education in Canada. In L. Thomas (Ed.), What is Canadian about teacher education in Canada? Multiple perspectives on Canadian teacher education in the twenty-first century (pp. 10–36). Canadian Association for Teacher Educators. https://cate-acfe.ca/wp-content/uploads/2020/07/What-is-Canadian-about-Teacher-Education-in-Canada-1.pdf

Saunders, A. (2012). Review of Indigenous teacher training using community-based adult education: Implications for technology and outsider educators. Diaspora, Indigenous, and Minority Education, 6(4), 230–241. https://doi.org/10.1080/15595692.2012.715102

Scardamalia, M., & Bereiter, C. (2002). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., Vol. 4, pp. 1370–1373). Macmillan Reference; Thomson Gale Document Number: CX3403200353. https://thelearningexchange.ca/wp-content/uploads/2014/11/Knowledge-Building_Scardamalia-Bereiter1.pdf

Scardamalia, M., & Bereiter, C. (2007). Fostering communities of learners and knowledge building: An interrupted dialogue. In J. Campione, K. Metz, & A. S. Palinscar (Eds.), Children’s learning in laboratory and classroom contexts: Essays in honor of Ann Brown (1st ed.). Routledge. https://doi.org/10.4324/9780203826966

Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 397–417). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.025

Scardamalia, M., & Bereiter, C. (2018). Fixing Humpty Dumpty: Putting higher-order skills and knowledge together again. In L. Kerslake & R. Wegerif (Eds.), Theory of teaching thinking (1st ed., pp. 73–88). Routledge. https://doi.org/10.4324/9781315098944

Schmidt, C., & Gagné, A. (2016). En(gauging) criticality in teacher education: Assignments with a critical edge. In M. Hirschkorn & J. Mueller (Eds.), What should Canada’s teachers know? Teacher capacities: Knowledge, beliefs and skills. Canadian Association for Teacher Education (CATE). https://cate-acfe.ca/wp-content/uploads/2020/07/What-Should-Canadas-Teachers-Know-Hirschkorn-and-Mueller-Eds-December-2016.pdf

Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education. https://doi.org/10.1080/2331186X.2018.1519143

Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. https://doi.org/10.1080/0305764X.2019.1625867

Sterenberg, G., Dillon, D., & O’Connor, K. (2016). What should Canada’s teachers know? Or is that “should be able to do?” In M. Hirschkorn & J. Mueller (Eds.), What should Canada’s teachers know? Teacher Capacities: Knowledge, beliefs and skills (pp. 378–401). Canadian Association for Teacher Education (CATE). https://cate-acfe.ca/wp-content/uploads/2020/07/What-Should-Canadas-Teachers-Know-Hirschkorn-and-Mueller-Eds-December-2016.pdf

Stewart, B. (2020). The open page project: Putting digital learning principles into practice for pre-service edducators. Journal of Teaching and Learning, 14(1), 59–70. https://doi.org/10.22329/jtl.v14i1.6265

Stordy, P. H. (2015). Taxonomy of literacies. Journal of Documentation, 71(3), 456–476. http://dx.doi.org/10.1108/JD-10-2013-0128

Strong-Wilson, T., Mitchell, C., Morrison, C., Radford, L., & Pithouse-Morgan, K. (2014). Looking forward through looking back: Using digital memory-work in teaching for transformation. In L. Thomas (Ed.), Becoming teacher: Sites for teacher development in Canadian teacher education (pp. 442–468). Canadian Association for Teacher Education. https://cate-acfe.ca/wp-content/uploads/2020/07/Becoming-teacher-sites-for-teacher-development-in-Canadian-Teacher-Education.pdf

Taylor, L., & Hoechsmann, M. (2011). Beyond intellectual insularity: Multicultural literacy as a measure of respect. Canadian Journal of Education, 34(2), 219–238.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u

The Truth and Reconciliation Commission. (2015). Truth and reconciliation commission of Canada: Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf

van Barneveld, A., & DeWaard, H. (2022). Pre-class surveys to inform course design. In S. Hrastinski (Ed.), Designing courses with digital technologies: Insights and examples from higher education. Routledge.

VanLeeuwen, C. A., Veletsianos, G., Johnson, N., & Belikov, O. (2021). Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID‐19 pandemic. British Journal of Educational Technology, 52(4), 1306–1322. https://doi.org/10.1111/bjet.13065

van Oostveen, R., Barber, W., Childs, E., DiGiuseppe, M., & Colquhoun, K. (2019). Exploring the fully online learning community model: Comparing digital technology competence and observed performance on PBL tasks. In M. A. Herzog, Z. Kubincová, P. Han, & M. Temperini (Eds.), Advances in Web-Based Learning – ICWL 2019 (pp. 348–351). Springer International Publishing. https://doi.org/10.1007/978-3-030-35758-0_36

Vaughan, N., & Cotnam-Kappel, M. (2020). Editorial. International Journal of E-Learning and Distance Education, 35(1). http://www.ijede.ca/index.php/jde/article/view/1188/1819

Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199–209.

Image attribution: https://pixabay.com/photos/handcraft-tapestry-art-turkey-2380814/