Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

Crystallizing the discussion

Media and digital literacies reside in the intentionality between human and world, shifting how humans interact through technologies with/in the world, impacting how they read the word and read the world (Freire, 2018/1970). The presence or absence of skills, fluencies, competencies and literacies with media-based technologies and digital/electronic devices will impact communications, creativity, connections and criticality when building and maintaining relationships and intentions emerging from human↔︎technology↔︎world interactions (Idhe, 2015). In this discussion, the facets selected shine light on the participants shared stories of struggles with knowing enough, and finding time to learn more, about technology integrations that would benefit their MDL within their OEPr with/for their students in order to collaborate and co-construct learning. This struggle was particularly evident in BC, RB and LV’s interviews.

          In this discussion I make sense of these lived experiences within the broader fields of media and digital literacy, and teacher education, specifically the MDL relevant to communication, creativity, connecting, and criticality. While I juxtapose and merge ideas to shape my understanding, I recognize that this discussion as a liminal space, shifting through and between what is known and unknown as evidenced in the findings, becoming as it is written. In this way, I generate “knowledge that is partial and prismatic. Knowledge that admits its failures and opens up new ways of thinking” (Cannon, 2018, p. 572).

          As I crystallize the findings of my research in this discussion I focus through the facets of the participants’ ethos and stories while I revisit the entangled conceptions of MDL as remixed within this research (see Figure 7; Figure 8; Figure 19), I expose the confusion emerging between the conceptions of media and digital skills, fluencies, competencies and literacies (Figure 10) and examine understandings of what is encompassed in the notion of teaching practice (see Figure 2). What becomes clear, as I crystallize conceptions, is the complexity of assemblages gathered from this exploration.
 

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