Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study

Self-Study of Language and Literacy Teacher Education Practices

ISBN: 978-1-78754-538-0, eISBN: 978-1-78754-537-3

ISSN: 1479-3687

Publication date: 2 August 2018

Abstract

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

Keywords

Citation

Bergh, B., Edge, C. and Cameron-Standerford, A. (2018), "Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study", Self-Study of Language and Literacy Teacher Education Practices (Advances in Research on Teaching, Vol. 30), Emerald Publishing Limited, pp. 115-142. https://doi.org/10.1108/S1479-368720180000030010

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Emerald Publishing Limited

Copyright © 2018 Emerald Publishing Limited

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