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Abstract
The purpose of this study was to examine the perspectives of pre-service teachers in the field of language and literacy education regarding the use of digital literacy practices for culturally sustaining pedagogy. This study used Q methodology to inquire about pre-service teachers’ perspectives. The 34-item Q-set consisted of statements designed to examine participants’ perspectives regarding the use of digital literacy practices for culturally sustaining pedagogy. Seventeen pre-service teachers participated in the study by completing a Q-sort, pre- and post-Q-sort questionnaires. The data analysis revealed three factors representing participants’ perspectives about digital literacy practices, culturally sustaining pedagogy, and their implementation in the classroom. The results of the study also showed that pre-service teachers agreed on the relevance and potential advantages of using digital literacy practices for culturally sustaining pedagogy.