[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594567-105":59,"doc-detail-594567-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","surfacing-the-assumptions-pursuing-critical-literacy-and-social-justice-in-preservice-teacher-education","Surfacing the Assumptions - Pursuing Critical Literacy and Social Justice in Preservice Teacher Education","","This paper outlines a four-year study of a preservice education course within a socioconstructivist research framework. The preservice English Language Arts course centers on critical literacy and teaching for social justice while using digital technologies. It examines new and multiliteracies and technology-supported transformative pedagogy for social and educational change, drawing on course assignments, surveys, and interviews. Findings address affordances, challenges, and learnings for preparing teachers to surface and critically examine literacy histories and assumptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/surfacing-the-assumptions-pursuing-critical-literacy-and-social-justice-in-preservice-teacher-education/594567/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/surfacing-the-assumptions-pursuing-critical-literacy-and-social-justice-in-preservice-teacher-education/594567.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the four-year study in this paper?","Question",{"text":112,"@type":113},"The paper presents a four-year study of a preservice English Language Arts course designed using a socioconstructivist research framework. It centers on critical literacy and teaching for social justice while incorporating digital technologies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which two main concepts does the research examine across the course?",{"text":117,"@type":113},"The research examines (1) new literacies and multiliteracies, and (2) technology-supported transformative pedagogy aimed at social and educational change.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the authors support preservice teachers in developing critical literacy for social justice?",{"text":121,"@type":113},"The course immerses preservice teachers in multiple literacies, asks them to consider new literacies as social practices, and uses activities and assignments modeled on a multiliteracies pedagogical framework. Preservice teachers are encouraged to surface assumptions, examine power, voice, and representation, and consider social justice alternatives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594567,1792165467,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Surfacing the Assumptions:  \nPursuing Critical Literacy and Social Justice  \nin Preservice Teacher Education  \nLorayne Robertson  \nUniversity of Ontario Institute of Technology  \nJanette Hughes  \nUniversity of Ontario Institute of Technology  \nAbstract  \nThis paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.  \nKey Words: critical literacy, social justice, new literacies, multiliteracies, preservice teacher education, transformative learning  \nLorayne Robertson, Assistant Professor, and Janette Hughes, Associate Professor, teach the Language Arts and English preservice courses in the Faculty of Education at the University Institute of Technology. Their research interests include multiple literacies, critical media literacy, and technology-supported learning and teaching.  \nEmail: [lorayne.robertson@uoit.ca](lorayne.robertson@uoit.ca)  \nEmail: [j](janette.hughes@uoit.ca)[anette.hughes@uoit.ca](janette.hughes@uoit.ca)  \nBrock Education Volume 22(1), 73-92  \nLorayne Robertson and Janette Hughes Critical Literacy, Social Justice and Teacher Education  \nIntroduction  \nWe designed this reflective study to examine the teaching and learning outcomes of a preservice teacher education course at a laptop university. The findings reported here summarize four years of research on a single English Language Arts (ELA) course taught by two preservice teacher educators to four annual cohorts of elementary preservice teachers; each cohort was enrolled for ten months in a post-Baccalaureate teacher education program. The purposes of this systematic review of our teaching practice are two-fold: (1) to identify and discuss some of the challenges associated with preparing preservice teachers to teach critical literacy in an era where their future students will engage in many digital literacy activities both inside and outside of class; and (2) to identify the transformative learning (Cranton & King, 2003; Keegan, 2011; King, 2002) opportunities for preservice teachers that are enabled through engagement with new literacies (Lankshear & Knobel, 2006) and technologies (Kellner, 2000), and through presenting opportunities to teach for social justice (Brandes & Kelly, 2004) .  \nContext: From Literacy to Literacies  \nThe authors teach two consecutive semesters of a blended but mostly face-to-face ELA course ina preservice teacher education program that has an overall technology focus. From the first class, the preservice teachers are asked to engage in critical literacy. For example, the course begins with an instant, early, and deliberate immersion into the complexities of multiple literacies (Bearne, 2003; Cope & Kalantzis, 2000; Kress, 2003) including media literacy, computer literacy, and digital literacy. Secondly, the preservice teachers are asked to consider the concept of new literacies (Kellner, 2000; Lankshear","cbCaio4z9CJs7M7h","https://ap.wps.com/l/cbCaio4z9CJs7M7h","pdf",1554689,"English","# Introduction\n## Context: From Literacy to Literacies","[{\"question\":\"What is the focus of the four-year study in this paper?\",\"answer\":\"The paper presents a four-year study of a preservice English Language Arts course designed using a socioconstructivist research framework. It centers on critical literacy and teaching for social justice while incorporating digital technologies.\"},{\"question\":\"Which two main concepts does the research examine across the course?\",\"answer\":\"The research examines (1) new literacies and multiliteracies, and (2) technology-supported transformative pedagogy aimed at social and educational change.\"},{\"question\":\"How do the authors support preservice teachers in developing critical literacy for social justice?\",\"answer\":\"The course immerses preservice teachers in multiple literacies, asks them to consider new literacies as social practices, and uses activities and assignments modeled on a multiliteracies pedagogical framework. Preservice teachers are encouraged to surface assumptions, examine power, voice, and representation, and consider social justice alternatives.\"}]","Surfacing the Assumptions - Pursuing Critical Literacy and Social Justice in Preservice Teacher Education | PDF",1792079403]