ABSTRACT
This chapter begins by describing how multimedia cases built around literacy instruction in kindergarten through third grade classrooms were developed as a part of the CTELL project and implemented in preservice literacy education courses across several states. It will also discuss the uses of concept maps for assessing preservice teacher understanding of effective literacy instruction, including what is known about concept maps as an assessment tool, as well as the implications for developing and analyzing a concept map as a measure of student understanding. The CTELL cases are built of many components, spanning video, audio, and visual data. The content aspects of CTELL cases situate literacy instruction in specific, contextualized instances of classroom instruction and decision making. Concept maps were chosen as a form of assessment that would illustrate both the content and the structure of a participant’s knowledge.
