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Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context

Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context

Le Wang, Pengpeng Feng, Jing Chen
Copyright: © 2017 |Volume: 7 |Issue: 3 |Pages: 19
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781522514633|DOI: 10.4018/IJCALLT.2017070102
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MLA

Wang, Le, et al. "Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context." IJCALLT vol.7, no.3 2017: pp.21-39. https://doi.org/10.4018/IJCALLT.2017070102

APA

Wang, L., Feng, P., & Chen, J. (2017). Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 7(3), 21-39. https://doi.org/10.4018/IJCALLT.2017070102

Chicago

Wang, Le, Pengpeng Feng, and Jing Chen. "Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 7, no.3: 21-39. https://doi.org/10.4018/IJCALLT.2017070102

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Abstract

Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies while digital practices in their daily routines cannot necessarily be transformed into digital literacies in the educational setting. Using a case study methodology, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this article identifies the core components and traces the developmental trajectories of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being).

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