Author Information
Rosa Dokes, Lamar University, United StatesAbstract
As literacy practices move across digital and cultural boundaries, preservice teachers must be prepared to select diverse texts and design instruction that reflects the ways contemporary readers encounter and share stories. This exploratory mixed methods study examined how a course embedded BookTok assignment influenced preservice teachers' engagement with multicultural children's literature, digital literacies, global literacies, and developing professional identities. Thirteen preservice teachers completed the assignment, and five voluntarily participated in the research study. Data included Likert scale responses, open ended reflections, and participant generated BookTok videos. Descriptive and thematic analyses revealed purposeful use of digital features to support comprehension and accessibility, increased attention to representation and belonging, and deeper interpretation of selected texts through repeated reading and digital composition. Participants also connected the experience to future literacy instruction while identifying concerns related to access, time, and instructional purpose. Findings suggest that structured digital literacy experiences centered on multicultural literature may help preservice teachers deepen literary understanding, examine representation, and rehearse instructional decision making for globally connected classrooms.
Paper Information
Conference: PCE2026Stream: Language Development & Literacy
This paper is part of the PCE2026 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress