21st Century Digital and Global Teacher Preparation Efforts: A Content Analysis of Major Assignments and Assessments in Stand-Alone Children’s Literature Courses

Abstract

The expansion of technology access and digital devices has engendered the need for different approaches with literacy instruction in order to adequately prepare individuals to be active and successful participants in a digital and global environment. The purpose of this study was to explore how stand-alone children’s literature courses have been transformed to address 21st century digital and global preparation efforts among preservice teachers. A content analysis methodology was employed using publically-accessible course syllabi for stand-alone children's literature courses required in Generalist (Grade Level EC-6) initial certification programs offered among educator preparation programs in Texas. Analyses conducted identified a total of 372 types of major assignments and assessments within which 18 were specific digital preparation efforts and eight were specific global preparation efforts. Limitations and discussion are addressed, which included two recommendations for educator preparation programs.