This study considers how pre-service teachers envision disciplinary literacy through an online social bookmarking project. Thirty secondary pre-service teachers participated in the project through an undergraduate literacy course. Online bookmarks and post-project reflections were collected and analyzed using a constant comparative approach to determine emergent themes. Results suggest varying levels of disciplinary knowledge among pre-service teachers, influences of pre-service teachers' envisionments on posted bookmarks, and considerations about standardized testing in disciplinary literacy instruction. Implications for teacher education are discussed in light of these results.
Colwell, J., & Gregory, K. (2016). Exploring How Secondary Pre-Service Teachers’ Use Online Social Bookmarking to Envision Literacy in the Disciplines. Reading Horizons: A Journal of Literacy and Language Arts, 55 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol55/iss3/3