Still Building That Idea: Preservice Art Educatorsʹ Perspectives on Integrating Literacy across the Curriculum

Conducted collaboratively by an art educator and a literacy educator, this qualitative study focused on pre-service art educatorsʹ perspectives on integrating literacy in their teaching of art as they took a required course on literacy across the curriculum. Data included interviews, questionnaires, course assignments, and field notes from class sessions. Our analysis identified three patterns related to participantsʹ perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize discipline-specific concerns and literacies. Implications for further research and practice are outlined.