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 dimensions 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 Andromeda, Lyra, and Orion's interviews.


          As I crystallize the findings of this research in this discussion, I focus through the dimensions of MDL evident within of the participants’ ethos and stories. I revisit the entangled conceptions of MDL as remixed within this research. I expose the confusion emerging between the conceptions of media and digital skills, fluencies, competencies and literacies (see Figure 10) and examine understandings of what is encompassed in the notion of teaching practice (see Figure 3). As I crystallize conceptions, what becomes clear is the complex and sometimes chaotic nature of assemblages gathered from this exploration.
 

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