Professors of reading educations' perceptions and practices surrounding the issues of teaching reading and learning through digital media

The purpose of this study was to examine the practices and perceptions of professors of reading education in the issues surrounding teaching reading and learning with digital media. This study aimed to understand the strategies and thoughts of a select group of professors of reading education as they worked with pre-service teachers in preparing them to meet the needs' of their future students. The four respondents that participated in this inquiry were professors of reading education at various California Universities. The guiding research question was stated as: What are the issues surrounding the teaching and learning of reading through digital media? Two sub-questions were also posed: What strategies and practices are reading educators using in teaching reading education with traditional and digital media? In what ways are reading educators connecting traditional and digital literacy skills? Multiple case study methodology was used to acquire various perspectives on the issues of teaching and learning through digital media. From the four cross-case analyses of interviews, documentation, and observations, four themes and an overarching theme emerged depicting the issues educators are discovering with digital media. Reading competency is driven by intrinsic motivation. Current practices which neglect "real-world" reading are producing student who know how to read, but do not have the desire to read. The pressures to conform to educational mandates has created a disconnect between "good teaching" strategies and mandated school district requirements. The use of updated practices utilizing digital media is tempered by the current knowledge and self-efficacy of professors of reading education, as well as, the inconsistent availability and/or limited technological accessibility. These four themes acted as the foundation in support of the culminating theme. The overarching theme indicated that meeting the needs of today's students by looking at education through a new lens and gaining tools and strategies for the 21st century is imperative. Since the professor of reading educations' knowledge and self-efficacy is essential in the process of integrating digital media, the respondents themselves are transforming the practices and perceptions of educators. Thus, professors of reading education are change agents in their own practices, Universities, surrounding schools and the community. Based on the results of this study, implications for practice and recommendations for further research are suggested.