Lessons learned from the holocaust: Blogging to teach critical multicultural literacy

Elizabethyears Stevens, Rachel Brown

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

This qualitative dual-case study addresses two 21st century teacher education imperatives, technology infusion and critical multicultural literacy instruction. We researched the integration of a blog as a tool to promote technology use in a graduate course on literacy and technology with a thematic focus on the Holocaust. Using a grounded theory approach (Corbin & Strauss, 2008), we analyzed data sources, including interviews, blog postings, and surveys. We conducted a second analysis using a priori coding schemes to further analyze students' blog posts. Findings suggest that blogging has the potential to enhance knowledge of the ways technology can be harnessed to promote critical multicultural literacy instruction. From an action research stance, we also discuss implications for our future practice.

Original languageEnglish (US)
Pages (from-to)31-51
Number of pages21
JournalJournal of Research on Technology in Education
Volume44
Issue number1
DOIs
StatePublished - 2011

Keywords

  • Blogging
  • Literacy
  • Multicultural
  • Teacher education

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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