Into the Labyrinth : A PhD Comprehensive Portfolio

Literature Review

Introduction

     Current global issues in rapid emergency online instruction and 24/7 media consumption are compounded by ongoing changes in digital technologies. The need for an informed and technologically prepared teaching workforce are identified in policy and position papers nationally and globally:These identified needs are evermore pressing in the pivot to online and remote or distanced instruction resulting from the COVID-19 global pandemic. The impact on teaching and learning, not only in general populations, in K-12 and higher education contexts, but specifically in teacher education programs is yet to be researched. The push for open educational resources (UNESCO, 2019a) and open access are heightened by the open consultation process by an international commission from UNESCO on the Futures of Education in order to "mobilize the many rich ways of being and knowing in order to leverage humanity’s collective intelligence" (UNESCO, 2019b, para: The Aim).
     While these identified needs have a sense of urgency, in the midst of the global health crises, these are not new issues. Along with a public outcry for media literacies in the face of fake news (Singh et al., 2016) and increasing demands for technologically and digitally literate populations, there is a push to change teacher education generally and the teaching practices of those who teach in teacher educator programs more specifically (Foulger et al. 2017). A thread connects these issues to the revitalization of teacher education programs in order to “prepare teachers who will teach in transformative ways and leverage technology as a problem-solving tool” (Schmidt-Crawford, Lindstrom, & Thompson, 2018, p. 132). It is time to examine what is happening in the field of preservice teacher education programs, specifically in relation to media and digital literacy (MDL) instruction, open education, and teacher educators technological competencies. 
     This literature review presents the purpose and the research questions driving this investigation. A glossary of terms is shared to fully understand the concepts explored in the literature. A taxonomy of literacies, helping to position MDL within the plethora of definitional combinations available in the field of literacy education, is examined. An open education framework for this research is also presented. My positionality as a teacher and scholar in the field of teacher education is considered. Theoretical and conceptual frameworks grounding the teaching and research of MDL in teacher education from an open educational lens are examined in the Research Frameworks section of this literature review. An Alternative Dissertation (AltDiss) framework is the final section of the literature review. The literature review concludes with research implications, next steps and a brief summary.

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