Abstract
The following embedded case study examines teachers’ perceptions of using digital and Web 2.0 tools for literacy instruction. These perceptions are important if teachers hope to enact a more participatory culture of creation rather than consumption called for by scholars such as the New London Group and the New Media Literacies scholars. Case study participants were teachers involved in a NWP site’s Invitational Summer Institute (ISI), with embedded cases of rural teachers in a high-poverty school district. The findings suggest teachers still face extrinsic barriers to enacting a participatory culture, and professional development is needed to help teachers effectively use digital and Web 2.0 tools in their literacy instruction.
Recommended Citation
Howell, Emily; Kaminski, Rebecca; and Hunt-Barron, Sarah
(2016)
"Creating in a Participatory Culture: Perceptions of Digital Tools Among Teachers,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 5:
Iss.
1, Article 9.
Available at:
https://scholarworks.wmich.edu/wte/vol5/iss1/9