127 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 9 DOI: 10.4018/978-1-4666-1788-9.ch009 1. INTRODUCTION Our Language Arts teaching methods course focuses on multiple literacies including digital literacy, critical literacy and media literacy. Our “students” are teacher candidates engaged in this one-year teacher Pre-service program. We provide this course at a laptop university – one with an emerging presence in the field of digital pedago- gies. Each of the teacher candidates is assigned a laptop for the duration of the program. In the first section of the paper, we outline the context of the course, our instructional goals, and the theoreti- cal framework that we have used to evaluate our instruction. Next, we describe our investigation to determine how, and to what degree technology Lorayne Robertson University of Ontario Institute of Technology, Canada Janette Hughes University of Ontario Institute of Technology, Canada The Teachers They are Becoming: Multiple Literacies in Teacher Pre-Service ABSTRACT The authors review all aspects of a Language Arts methods course for pre-service teachers, one which employs a multi-literacies pedagogy (The New London Group, 1996) and is taught at a laptop-based university. The course begins with a deliberate immersion into the complexities of multiple literacies, including digital literacy and critical literacy. The authors outline the course assignments, resources and instructional goals to determine how technology impacts pre-service teacher learning and intended future practice. The qualitative data sources include digital artifacts such as digital literacy stories, book talks that focus on social justice issues, and media literacy lessons. In addition, the researchers draw from cross-program data based on teacher candidate refections and interviews. The data suggest that both the use of digital technology and a multi-literacies pedagogy can help pre-service teachers refect on personal experiences to develop literacy teaching and learning practices that have transformative elements.