In response to recent mandates in literacy curricula, literacy teachers must integrate Web 2.0 and new literacies perspectives into their writing instruction. Such transitions in their pedagogy, however, are often accomplished without adequate support or opportunities for professional development. How do teachers approach the difficult task of changing their perspectives to take new literacies practices into account? This article traces the learning and pedagogical practices of five teachers who worked with the authors in a dual-sited action research study (one in a large urban district, one in a small rural district) for more than two years. We present two themes drawn from the teachers’ experiences: (1) the creation of their own opportunities to collaborate with colleagues is the strongest professional development; and (2) recognition for their innovative practices and perspectives has led to them becoming mentors for other teachers, which in turn feeds their own professional development. From the differing contexts of these teachers, we highlight implications for teachers and administrators in other contexts who want to make or support this shift.
McClay, Jill; Peterson, Shelley Stagg; and Portier, Christine
"A “Great Balancing Act:” Becoming Dexterous and Deft with New Literacies Pedagogy,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 3:
2, Article 6.
Available at: https://scholarworks.wmich.edu/wte/vol3/iss2/6