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Lessons learned: Using the literacy histories of education students to foster empathy

Cynthia Reyes, Kathleen Brinegar


In order for new teachers to foster equitable literacy learning environments, they must first understand the scope and variety of experience that will pervade their classrooms. The following multi-case study describes the potential of digital stories as an instructional tool in a literacy methods course at a northeastern university and college where the authors examined four digital autobiographical stories created by their students and the subsequent reactions to these stories by classmates. These stories were shared to allow the preservice teachers to reflect on social equity with a goal of building empathy.
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