Designing E-Books: Enhancing Prospective Teachers’ Digital Literacy Skills

Abstract

Purpose – The purpose of the study was to understand if / how making e-books can facilitate digital literacy skills among teacher candidates.

Design – The research design was a qualitative case study. Data were collected from the student’s e-book, student’s e-book reflective commentary, and questionnaire as well as course reflection. Multimodality and the technological, pedagogical content knowledge (CK) provided the theoretical framework.

Findings – The findings of this qualitative case study indicate that making e-books do facilitate the acquisition of digital literacy and technological pedagogical content knowledge among teacher candidates. In addition, the project promoted transmediation and differentiation of instruction. It facilitated divergent thinking and knowledge of instructional design as well as the affordances and constraints of multimodal tools.

Practical Implications – This study contributes to the literature on e-books and their role in digital literacy development among teacher candidates. The study supports the need to provide teachers with the opportunity for inquiry-oriented and design-based projects that enable them to be knowledge generators. Teachers should be allowed to experiment with digital and multimodal tools, and in the process, create opportunities for transmediation and differentiation of instruction for their students.

Citation

Ikpeze, C.H. (2018), "Designing E-Books: Enhancing Prospective Teachers’ Digital Literacy Skills", Ortlieb, E., Cheek, E.H. and Semingson, P. (Ed.) Best Practices in Teaching Digital Literacies (Literacy Research, Practice and Evaluation, Vol. 9), Emerald Publishing Limited, Leeds, pp. 29-42. https://doi.org/10.1108/S2048-045820180000009003