Includes bibliographical references and index.

Preliminary Material / Clare Kosnik , Simone White , Clive Beck , Bethan Marshall , A. Lin Goodwin and Jean Murray -- Digital Technologies in Teacher Education / Shawn Bullock -- “Times Are Changing and You’ve Got to Keep up” / Lydia Menna -- The Impact of Policy on Teacher Education and Literacy Education in England / John Yandell -- Preparing to Teach 21st Century Literacies / Judit García-Martín , Guy Merchant and Jesús-Nicasio García-Sánchez -- Integrating Poetry-Focused Digital Technology within a Literacy Teacher Education Course / Sue Dymoke -- Lessons for Teacher Educators about Learning to Teach with Technology / Rajeev Virmani and Peter Williamson -- Different Approaches to Teacher Education / Sam Twiselton -- Multi-Modalities in Literacy/English Education Courses / Bethan Marshall -- Literacy Teacher Education and New Technologies / Scott Bulfin , Graham Parr and Natalie Bellis -- Fostering Professional Learning Partnerships in Literacy Teacher Education / Simone White and Jean Murray -- New Knowledges for Teacher Educating? / A. Lin Goodwin and Crystal Chen -- Intertwining Digital Technology and Literacy Methods Courses / Clare Kosnik and Pooja Dharamshi -- Literacy/English Teacher Educators Moving Forward / Clare Kosnik , Simone White and Clive Beck -- Rethinking Teacher Education Programs / Clive Beck -- About the Contributors / Clare Kosnik , Simone White , Clive Beck , Bethan Marshall , A. Lin Goodwin and Jean Murray -- Index / Clare Kosnik , Simone White , Clive Beck , Bethan Marshall , A. Lin Goodwin and Jean Murray.

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Literacy learning continues to be central to schooling, and is currently of major concern to educators, policy developers, and members of the public alike. However, the proliferation of communication channels in this digital era requires a fundamental re-thinking of the nature of literacy and the pedagogy of literacy teaching and teacher education. This text brings together papers by experts in teacher education, literacy, and information technology to help chart a way forward in this complex area. Because of their background in teacher education, the authors are realistic about what is appropriate and feasible—they do not just jump on a technology bandwagon—but they are also able to provide extended examples of how to embed technology in the practice of teacher education.