Past is prologue: Teachers composing narratives about digital literacy

Abstract This study examines the technological literacy autobiographical narratives (TLANs) written by 23 graduate students enrolled in a teacher-preparation course, Teaching Writing in a Digital Age. The purpose of this research was to understand the meanings and values these future composition teachers ascribed to technological literacy in their own past histories, as well as potential sources of reluctance or resistance to engage technological literacy in the teaching of composition. Findings from these TLANs suggest that participants’ past experiences with technology in school were often less compelling than extracurricular motives for using technology, such as social contact, playful experimentation, and the pursuit of existing interests. The article also explores the TLAN as a pedagogical activity and its potential for helping future instructors realign their orientations toward digital literacies.

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