Tracing literacy journeys : the use of the literacy autobiography in preservice teacher education

This article analyses the use of literacy autobiography as a way for preservice teachers on a regional rural city university campus to examine their own understandings of literacy, multiliteracies and literacy teaching. It is part of a wider review and reconceptualisation of the first year of a preservice teacher education course, in order to enhance student transition and engagement. The article reflects on what the course's lecturers have learnt about their students and their literacy experiences, about the lecturer's own literacy experiences and values, as well as what the students learnt through completing a literacy autobiography. Specifically review looks at whether the use of the literacy autobiography has been useful in expanding students' understandings of literacy. [Author abstract, ed]