Crystallizing the findings
First, I crystallize the findings into a final version of a concept map (see Figure 18).
In order to focus the findings on components in the complex inter-relational conception of MDL within an OEPr, I envisioned a graphic image of a navigational gyroscope to assist my understanding. For you the reader, try if you will to envision MDL within OEPr represented by a navigational gyroscope, spinning on a series of rotating wheels set on an axis. Perhaps this graphics interchange format (GIF) visualization will support your understanding (see Figure 19 below).
As a crystallization of the findings, I created the MDL in OEPr navigational gyroscope described below. (see Figure 20).
Imagine teacher educators on the central platform which is a rotating wheel in the middle of the gyroscope. I positioned this as the inner layer of teacher education where critical digital literacies influence TEds actions and learning design decisions. I frame this from the foundational components of critical digital literacy as identified by Hinrichsen and Coombs (2013) which build on the critical literacies identified by Luke (2012). These components include code breaking, meaning making, using and creating, analyzing, and developing digital persona. These aspects of digital literacy are also evident in several of the MDL frameworks examined and shown in Table 5. This rotating wheel, representing the faculties of education in Canada, is positioned as the central platform. This spins around an axle which is attached to an inner wheel, called a gimbal. This gimbal floats freely within a larger outer wheel, a second gimbal, both nested within a stabilizing frame which is attached to a base.
I envision the inner ring, or gimbal of the gyroscope, as holding the components of MDL that are generated from the data as outlined in the findings. The moving sliders on this inner gimbal include the MDL factors of text, audience and production which shape the focus of participants’ lived experiences on the components of communication, creativity, and criticality. These components include underlying elements of ethical practice, an emeric stance as both emitter and receptor of multimodal productions and performances, data management with consideration of SSPP, development of persona and identity, and circulation. The sliders on this ring point are indicative of the potential shifts of focus participants apply when making decisions on factors shaping text, audience and production. These elements are evident in many MDL frameworks and are best represent in the AML media triangle (Association for Media Literacy (AML), 2022) (see Figure 8).
The outer gimbal of the gyroscope image is where I position components of OEPr as generated from the data and outlined in the findings. The sliders on this wheel are factors that focus on access, choice and connections as generated from the findings. On the wheel itself are the elements found within the participants’ lived experiences with OEPr including entry, intentionality, language, relationship, collaboration, knowledge building, agency and ownership, design, and sharing. Since the sliders can rotate around this outer ring, it suggests fluid yet intentional decisional forces that influence and focus the underlying components.
The final, exterior and outermost ring appears to be a stabilizing ring, as it is attached to a standing base. I position this wheel as representative of the contextual and cultural environments within which participants’ lived experience are enacted. These include the local, provincial, national, and international ecospheres within which the TEds in FoEs enact their MDL within an OEPr. It is within this exterior ring where the inner rings are in motion. While the interior rings are fixed together at pivot points in a semi-structured way, there is fluid motion of these interior rings. The outermost ring is perceived to provide a stabilizing influence and anchors the actions of the other rings. While the cultural and contextual factors represented by this exterior element appear anchored, it should be recognized that culture and contexts are also potentially in motion, albeit somewhat less obviously or less rapidly as the interior elements.
Evident from this moving and spinning image is the realization that infusing MDL into a teaching practice can be challenging, particularly when the subject matter being taught may already be complex in itself. Infusing MDL elements within an open educational practice brings additional challenges to the art and science of teaching. This is further complicated for teacher educators as they attempt to develop a sense of what it means to be a teacher within the novice teaching practice of TCs.
What isn’t evident within this image of the moving layers of the gyroscope is the movement along the wheel rim itself where elements of MDL and OEPr are positioned, which I have represented by the sliders on each inner wheel, or the potential interplay between the wheels as indicative of the iterative and fluid navigation TEds experience when applying MDL into their OEPr. In viewing these multiple layers and potential moves between layers, I recognize the intentional decision-making about MDL the participants are making when including or excluding elements within the full scope of their OEPr. This intentionality is reflective of the multiple complexities participants face in the MDL they apply as they navigate the nuanced layers of their OEPr.
While the graphic image may suggest the layered and fluid motion among the elements found in the lived experiences of the participants, it is through the analysis of the findings in contrast to frameworks of MDL that some understanding emerges. By reflecting on previous assemblages of MDL frameworks (Belshaw, 2011; DQ institute, 2021; Hoechsmann & Poyntz, 2012; Inamorato dos Santos et al., 2016; Martínez-Bravo et al., 2022; MediaSmarts, n.d.; Redecker, 2017) I look for commonalities and connections to the facets generated in the findings (see Table 4). By aligning the elements found in a variety of research frameworks, I am able to focus on key elements that show consistency between and among the conceptions of MDL evident in these frameworks. These include communication, connecting, creativity, and criticality (see Figure 18). This chart analysis supports the discussion of my findings from this research. In this way, the chart and graphic supports the framing of my seeing (Lather, 2006).
This chapter focuses on the lived experiences with media and digital literacy of the teacher educators within their open educational practices. While describing their experiences with OEPr, participants explore themes of access, choice, and connections. Access touches on issues of entry, intentionality, and language. Choice reveals decisions when sharing, designing, and enhancing agency of media and digital teaching and learning activities. Connections reveal concerns with trust and power dynamics within OEPr in teacher education. Within their MDL, participants describe communication considerations, creativity, and criticality within their own teaching practices and the learning designs shared with students. Communication elements in the MDL of participants touches on audience, ethics, and data management, specifically safety, security, privacy, and permissions with student data in an OEPr. Creativity is revealed through multimodal and intertextual, media infused productions that share learning content and assessments created with media and digital tools. Productions and performance for the participants become focused on voice and co-creation. Criticality is revealed through both creating and sharing, identity work, and in circulation and distribution practices. In the next chapter these OEPr and MDL elements will be discussed in my quest for understanding the lived experiences with MDL in the OEPr of TEds in Canadian FoE.