Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms

Abstract

The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required for students and to determine what teacher practices are currently being conducted to support these necessary literacies. To investigate digital literacy practices, three data collection instruments were developed for collecting data – an interview schedule designed for six secondary instructional coaches, a questionnaire that was administered to 122 middle school ELA teachers, and six classroom observations. The data were analyzed through inductive and descriptive approaches. The findings suggest that middle school teachers understand their role in the development of digital literacies and some teachers are working to navigate digital reading and writing practices. However, inconsistent use of digital tools and other barriers prevent the research site from fully supporting digital literacy development. A professional development proposal was developed that outlines suggested topics and learning outcomes.