(re)presenting media mentors: storying and (re)storying for agency

    Research output: Contribution to conferenceOther

    Abstract

    There persists a wariness to technology by some Australian early childhood teachers. A subset of teachers working in preschool spaces have taken up some myths about digital media use that can impede and misdirect their willingness and capacity to use digital technologies in their preschool classrooms. If the intended outcome is for educators to develop the disposition, knowledge(s), experience, and competencies needed to achieve a level of digital media literacy necessary to become media literacy mentors for young children, parents, and families and to support parents as media literacy mentors for their children at home (Donohue, 2017), then teacher-educators can benefit from mapping out characteristics or context-specific dispositions that may support or hinder EC teachers championing of new technologies. This study sought to describe what ways two teacher-educators have understood and viewed the misbeliefs embodied by some early childhood teachers. The duoethnography extended over the course of two years, where the teacher-educators engaged in autobiography, extensive critical dialogue, and conversation about the discourses that EC teachers, who were enrolled in three literacy/technology university classes, held that impacted their taking up digital technologies and critical stances of media literacy. The duo-ethnographic study illuminates our teacher-educator understandings of EC teachers’ resistance to technology in preschools through autobiographical experiences interrogated via creative metaphoric conversations within Twitter Messages, Laurel Richardson's 'take three words' concept, and Zoom conversations in order to characterize the mindsets of EC teachers. This allowed us to construct multimodal creative responses to our personal histories and stories. The creative responses borrow from popular culture as a means towards framing a digital narrative that detail the personas that the EC teachers were presenting (i.e. the ‘characters’ they embodied). The duoethnography attempts to describe the ‘embodied what’ directing EC teachers’ willingness and capacity to use digital technologies, as seen by teacher-educators
    Original languageEnglish
    Publication statusPublished - 26 Jun 2019
    EventNational Association for Media Literacy Education 2019: A Path Forward: Elevating Conversation, Unifying Voices - American University, Washington, United States of America
    Duration: 26 Jun 201928 Jun 2019
    https://namleconference.net/2019-conference/program-book/

    Conference

    ConferenceNational Association for Media Literacy Education 2019
    Abbreviated titleNAMLE19
    Country/TerritoryUnited States of America
    CityWashington
    Period26/06/1928/06/19
    Internet address

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