Teachers’ personal learning networks (PLNs):

Exploring the nature of self-initiated professional learning online

Research output: Contribution to journalArticleResearchpeer-review

Abstract

In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers’ self-initiated professional learning. Contributing to the debates about learning online, this article explores three teachers’ self-initiated professional learning about digital technologies through their Personal Learning Networks. It reports the findings from a larger qualitative project and examines how the participants’ digital literacy practices shaped their deliberate professional learning. The analysis identified several attributes of the participants’ learning which, according to them, made professional learning appealing and effective: social, personalised, active and reciprocal, ongoing and blended. The article concludes by discussing how these findings can be used to draw out implications for teachers’ professional learning.
Original languageEnglish
Pages (from-to)11-18
Number of pages8
JournalLiteracy (Oxford)
Volume51
Issue number1
DOIs
Publication statusPublished - 2017

Keywords

  • self-initiated professional learning
  • personal learning networks
  • PLN
  • digital literacies
  • digital literacy practices
  • Literacy Studies

Cite this

@article{d808d03baea94fe9bf0bece52d2c1774,
title = "Teachers’ personal learning networks (PLNs):: Exploring the nature of self-initiated professional learning online",
abstract = "In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers’ self-initiated professional learning. Contributing to the debates about learning online, this article explores three teachers’ self-initiated professional learning about digital technologies through their Personal Learning Networks. It reports the findings from a larger qualitative project and examines how the participants’ digital literacy practices shaped their deliberate professional learning. The analysis identified several attributes of the participants’ learning which, according to them, made professional learning appealing and effective: social, personalised, active and reciprocal, ongoing and blended. The article concludes by discussing how these findings can be used to draw out implications for teachers’ professional learning.",
keywords = "self-initiated professional learning, personal learning networks, PLN, digital literacies, digital literacy practices, Literacy Studies",
author = "Ekaterina Tour",
year = "2017",
doi = "10.1111/lit.12101",
language = "English",
volume = "51",
pages = "11--18",
journal = "Literacy (Oxford)",
issn = "1741-4369",
publisher = "Wiley-Blackwell",
number = "1",

}

Teachers’ personal learning networks (PLNs): Exploring the nature of self-initiated professional learning online. / Tour, Ekaterina.

In: Literacy (Oxford), Vol. 51, No. 1, 2017, p. 11-18.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Teachers’ personal learning networks (PLNs):

T2 - Exploring the nature of self-initiated professional learning online

AU - Tour, Ekaterina

PY - 2017

Y1 - 2017

N2 - In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers’ self-initiated professional learning. Contributing to the debates about learning online, this article explores three teachers’ self-initiated professional learning about digital technologies through their Personal Learning Networks. It reports the findings from a larger qualitative project and examines how the participants’ digital literacy practices shaped their deliberate professional learning. The analysis identified several attributes of the participants’ learning which, according to them, made professional learning appealing and effective: social, personalised, active and reciprocal, ongoing and blended. The article concludes by discussing how these findings can be used to draw out implications for teachers’ professional learning.

AB - In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers’ self-initiated professional learning. Contributing to the debates about learning online, this article explores three teachers’ self-initiated professional learning about digital technologies through their Personal Learning Networks. It reports the findings from a larger qualitative project and examines how the participants’ digital literacy practices shaped their deliberate professional learning. The analysis identified several attributes of the participants’ learning which, according to them, made professional learning appealing and effective: social, personalised, active and reciprocal, ongoing and blended. The article concludes by discussing how these findings can be used to draw out implications for teachers’ professional learning.

KW - self-initiated professional learning

KW - personal learning networks

KW - PLN

KW - digital literacies

KW - digital literacy practices

KW - Literacy Studies

U2 - 10.1111/lit.12101

DO - 10.1111/lit.12101

M3 - Article

VL - 51

SP - 11

EP - 18

JO - Literacy (Oxford)

JF - Literacy (Oxford)

SN - 1741-4369

IS - 1

ER -