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This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms.

This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power.

Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning.

Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.

Due to the Coronavirus 2019 (COVID-19) pandemic, education has been disrupted right from kindergarten to University. Globally, states are advocating for online learning. The COVID-19 pandemic had led to the closure of universities and it was not clear how long this would last. e-Learning was crucial. Lecturers were asked to complete their syllabuses and continue to teach and administer tests remotely. So far, there is a dearth of information on how Kenya’s higher education responded to the pandemic through online learning. This qualitative study utilized online platforms (zoom and Skype) for interviews. This study employed a constructivist approach to explore the faculty officials’ perception of online learning in Kenya’s institutions of higher education. Approximately 45 faculty officials from public universities were involved in this study. The study was carried out in three public universities in Western Kenya. The participants argued that online education was beneficial and primarily promoted online research and enabled them to connect with other practitioners in the global community. There were challenges associated with online learning for instance unreliable internet. This study’s results are hoped to inform the ministry of education and higher learning policies on making online effective and efficient to both the students and the lecturers. This will also be a fairer spring-ball for Kenya toward the realization of Vision 2030.

The purpose of this paper is to forward an extension of reception analysis as a way to incorporate and give insight to social media mediations and big data in a qualitative marketing perspective. We propose a research method that focuses on discursive developments in consumer debates for example on YouTube – a large-scale open-access social media platform – as opposed to the closed and tightknit communities investigated by netnography.

Online reception analysis

Using a combination of qualitative and quantitative methods, we find that big data can enrich online reception analyses by showing new aspects of weak tie online networks and consumers meaning making.

The potential of online reception analysis is to encompass a discursive perspective on consumer interactions on large-scale open-access social media and to be able to analyze socialities that do not represent shared cultures but are more representative of transitory everyday interactions.

Our method contributes to the current focus to define levels of analysis beyond research centered on individuals and individual interactions within groups to investigate other larger socialities. Further, our method also contributes by incorporating and investigating the mediatization of interaction that social media contributes with and therefore our methods actively work with the possibilities of social media. Hence, by extending the advances made by netnography into online spaces, online reception analysis can potentially inform the current status of big data research with a sociocultural methodological perspective.

The Melungeons, a person-of-color ethnic group dwelling in southern Appalachia, have recently discovered their multi-racial, non-Christian ancestry. We describe the process of ethnogenesis via consumption undertaken by Melungeons to connect their identities to this newfound ancestry. We also examine the social evolution of the Melungeon ethnic label to become a valued personal possession and the public identification of certain physical features as markers of Melungeon ethnicity. It is proposed that these may serve as exemplars for consumer behaviors among other mestizo ethnic groups.