Volume 20 Issue 3
English/Language Arts Education
CITE (English) is sponsored by the English Language Arts Teacher Educators (ELATE) and the National Council of Teachers of English (NCTE). Because ELATE members are engaged in the preparation, support and continuing education of teachers of the English language arts and literacy, they understand the need to explore English education with and through technology. CITE (English) offers a space to explore those issues through well-grounded, timely, and informative research manuscripts directly relevant to the field of English education.
Manuscripts for CITE (English) should focus on the interconnectedness of the English language arts content area, technology, and English teacher education; they should also explore some area or perspective not already covered at length in the literature. While manuscripts that present original research are encouraged, other formats or approaches that explore the theory, research and practice of practical and innovative technology applications in the English language arts and English teacher education are certainly considered. Manuscripts that take advantage of an online format are particularly encouraged, as articles in CITE (English) can include web links, streaming video, sound files, and other interactive technologies.
Most Recent
Volume 20 Issue 3
Planning for Literacy Instruction: An Evaluation of Online Resources Used by Preservice Teachers
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This study examined the types of online resources preservice teachers used when planning for their literacy instruction and whether the identified resources are research based. An online survey was distributed to preservice teachers enrolled in a literacy education course. Results reveal that participants (N = 77) use a mix of research-based professional resources, popular search engines, and content-sharing networks. Reasons for use included accessibility and convenience, content variety, visual aesthetics, literacy content, and source credibility. This research has implications for teacher educators and associate teachers, who are often the first to disseminate information to preservice teachers about effective literacy practices.
Volume 20 Issue 2
“I Love This Insight, Mary Kate!”: Social Annotation Across Two ELA Methods Classes
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This paper foregrounds sociocultural learning theory and dialogic pedagogy to describe how instructors at two universities, one in the Midwest and one in the mid-South, used a web-based social annotation tool to spark conversations among English language arts methods students who crossed geographic boundaries and invited all students to share their voices and respond thoughtfully and respectfully to others’ ideas. Outcomes of this exploratory exercise include the following: methods students’ inquiries into the potential for social annotation to expand learning beyond traditional classroom walls, instructors’ reflections on student interactions with peers in virtual spaces, and a call for educators to be intentional with the digital tools they choose to employ.
Volume 20 Issue 2
Casting New Light on Adolescent Literacies: Designing Digital Storytelling for Social Justice With Preservice Teachers in an English Language Arts Education Program
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This manuscript describes an inquiry into preservice teachers’ (PSTs) experiences composing a digital story around the concept of adolescent literacy as part of an English language arts methods course built on critical literacy and critical inquiry traditions. Part of the assignment was to examine adolescent literacy “in these times,” paying attention to the literacy lives of current adolescents. This inquiry used qualitative methods to gain insight into the ways digital storytelling about literacy might support PSTs to forge new connections with youth. The article reports three key findings about the role and value of including digital storytelling as a required part of an educator preparation program.