NEW LITERACIES AND ENGLISH TEACHER EDUCATION

REFLECTING UPON DIGITAL LITERACIES

Abstract

Studies related to the new literacies and digital literacies have sought to understand the changes brought to life in society due to the increasingly frequent contact with digital technologies. These points have become more evident with the daily use of digital technologies, which provoke questions about the reproduction of digital practices in the school environment. It is in this context that this research is located, whose general objective was to investigate the understanding of English language teachers, working in public schools, regarding new literacies (digital literacies and multimodality), and how these phenomena are linked to teaching and teacher education. In this article, however, we focus on digital literacies. To this end, we adopted data collection instruments which we considered appropriate to the methodological nature of qualitative research of an interpretative nature, which included the preparation of researchers' field diaries, a questionnaire, the development of an interview script and the subsequent realization of it, as well as readings and discussions based on research in the area of applied linguistics (KNOBEL; LANKSHEAR, 2014; ZACCHI; STELLA, 2014). Based on the data collected and analyzed, it became possible to visualize the perspective of public school educators in the face of the practices of new literacies, especially with regard to digital literacies.