Practicing or preaching? The appropriation of new literacies by students and teachers in teacher education

Abstract

This chapter examines the implementation of a new 12-hour course on `New Literacies? during the final year of a Bachelor of Education in English language education in Hong Kong. Specifically, it examines the authors? attempts to create a community of practice around New Literacies teaching and learning. As part of this endeavour, the authors sought to embody ? and to encourage their student teachers to appropriate as part of their evolving teaching selves ? the `insider mindset? (Lankshear & Knobel, 2006) of new literacies practices, as the authors planned and implemented the course. They hoped that experientially connecting theory and practice of New Literacies would provide affordances for teacher educators, and for student teachers, to capitalise on the powerful potential of digital technologies in order to rethink how curriculum might be implemented in ways that are more multimodal, participative, and collaborative.