ABSTRACT

Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors’ report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher’s learning about multimodality and social semiotics in relation to preservice teachers’ content areas. Drawing upon interviews with preservice teachers, their written reflections, curricular planning in the form of lesson and unit plans, and field notes, we found that multiple visits to the museum supported expanded notions of literacy and raised awareness about multimodality and social semiotics as they related to disciplinary literacy. We offer recommendations for how teacher-educators can leverage local resources, like museums, as partners in helping teachers prepare their students to engage in multimodal work within their disciplines.

摘要

博物馆长期以来在支持学习方面发挥着重要作用，但人们对博物馆在支持扫盲教育领域职前教师学习方面的作用知之甚少。在这项定性研究中，作者报告了与当地艺术博物馆的合作如何作为一个混合空间，扩展了职前教师对与职前教师内容领域相关的多模态和社会符号学的学习。根据对职前教师的采访、他们的书面反思、以课程和单元计划形式进行的课程规划以及实地笔记，我们发现多次参观博物馆支持了识字概念的扩展，并提高了对多模态和社会符号学的认识，因为它们与它们相关纪律素养。