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Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy and Community Service Learning

Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy and Community Service Learning

Kathy Bussert-Webb, Karin A. Lewis
Copyright: © 2019 |Pages: 26
ISBN13: 9781522594383|ISBN10: 1522594388|EISBN13: 9781522594390
DOI: 10.4018/978-1-5225-9438-3.ch010
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MLA

Bussert-Webb, Kathy, and Karin A. Lewis. "Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy and Community Service Learning." Handbook of Research on Innovative Digital Practices to Engage Learners, edited by Prince Hycy Bull and Jared Keengwe, IGI Global, 2019, pp. 198-223. https://doi.org/10.4018/978-1-5225-9438-3.ch010

APA

Bussert-Webb, K. & Lewis, K. A. (2019). Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy and Community Service Learning. In P. Bull & J. Keengwe (Eds.), Handbook of Research on Innovative Digital Practices to Engage Learners (pp. 198-223). IGI Global. https://doi.org/10.4018/978-1-5225-9438-3.ch010

Chicago

Bussert-Webb, Kathy, and Karin A. Lewis. "Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy and Community Service Learning." In Handbook of Research on Innovative Digital Practices to Engage Learners, edited by Prince Hycy Bull and Jared Keengwe, 198-223. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9438-3.ch010

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Abstract

The authors focus on digital literacy and community service learning (CSL) strategies from research of Latinx undergraduate teacher candidates (TCs) engaged with technology in CSL courses. The qualitative studies have taken place in a tutorial agency and university classrooms in the Rio Grande Valley, Texas, one of the most economically-strapped U.S. regions. The 60 participants were Bussert-Webb's TCs in Summer 2016 and Summer 2017 (n=28) and Lewis's TCs in Fall 2018 and Spring 2019 courses (n=32). Data sources include participant observations, surveys, focus groups, lessons, and reflections. Using social justice and New Literacies frameworks and thematic data analysis, the authors discuss four concepts that have influenced their practices: 1) risk-taking is more important than our digital expertise, 2) digital literacy connects to social justice contexts, 3) TCs engage in authentic technology experiences, and 4) technology-infused CSL is provided. Implications relate to closing a three-tier digital divide among Latinx teachers and youth.

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