Didactic strategies to promote digital literacy practices in initial teacher training

Abstract

In preservice teacher education it is necessary that stu-dents acquire didactic strategies to enhance digital lit-eracy practices. In this research, methods based on the qualitative and interpretative paradigm have been used. Specifically, discourse analysis focusing on three dimensions - declarative, thematic and interloc-utory - has been employed. The future teachers' dis-courses about a didactic activity for Primary school based on the development of digital literacy practices (booktrailers) have been interpreted. The study shows that the most efficient didactic strategies to design digital literacy practices are: multiliteracy of the ac-tivities, project based learning and formative evalua-tion. In conclusion, the study demonstrates that in preservice teacher education it is necessary to help students to design didactic activities that move be-yond traditional literacy. They have to include new ways of communication aimed at the development of educational practices that enhance multiliteracies.