209 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 9 DOI: 10.4018/978-1-4666-8668-7.ch009 Using Culturally and Linguistically Diverse Electronic Storybooks in ESL Teacher Education ABSTRACT In this chapter, a qualitative approach used to investigate the experiences and learning of 110 preservice teachers in English for speakers of other languages (ESOL) courses when they read electronic storybooks for their school projects. During their online class, participants were asked to read one culturally and linguistically familiar electronic storybook (e-storybook), develop a reading lesson plan, and partici- pate in two online discussions after reading four culturally and linguistically familiar or unfamiliar e-storybooks. After these discussions, the participants revised their lesson plans. The fndings provide insight into what ESOL preservice teachers learn and the strategies they use in reading e-storybooks. The participants revised the original lesson plan based on these reading experiences and learned about their future students who will study English as a second language. The article concludes by discussing the infuence of this online task-based instruction on ESOL preservice teachers’ learning and technology use in teacher education courses. INTRODUCTION In the contemporary world, literacy requires the capacity to understand various forms of presenta- tions, such as audio, video, and computer games, as well as both traditional and online written mate- rial. Adding to this complexity, diverse groups of people make meaning differently in new reading contexts (Hamston, 2006; Kellner, 2001; New London Group, 1996, 2000; Park & Kim, 2011). In these new literacy contexts, teachers need to help students understand and improve their facility Ho-Ryong Park Murray State University, USA Deoksoon Kim University of South Florida, USA