Literacy Faculty Perspectives During COVID: What Did We Learn?
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| Title: | Literacy Faculty Perspectives During COVID: What Did We Learn? |
|---|---|
| Authors: | Xiufang Chen1 chenx@rowan.edu, Shuling Yang2 YANGS2@mail.etsu.edu, Karkar-Esperat, Tala M.3 tala.esperat@enmu.edu, Bahlmann Bollinger, Chelsey M.4 bahlmacm@jmu.edu, Van Wig, Ann5 avanwig@ewu.edu, Wilson, Nance S.6 nance.wilson@cortland.edu, Pole, Kathryn7 kpole@uta.edu |
| Source: | Literacy Practice & Research. 2022, Vol. 47 Issue 2, p1-44. 44p. |
| Subject Terms: | *Literacy, *Online education, *Literacy programs, *Student-centered learning, COVID-19 |
| Abstract: | In this multi-institutional survey research, we investigated graduate literacy faculty’s experiences and perceptions of teaching online during COVID-19 in the U.S.A. A Likert-type survey with open-ended questions was distributed to literacy faculty teaching in campus-based and online environments. Results indicated faculty did not perceive limitations in these online learning environments. However, they encountered various challenges, and handling field experiences became the greatest challenge. Also reported were the faculty mental and physical health concerns (i.e., experiencing anxiety, feeling pressured, and suffering from screen fatigue). Faculty participants realized they needed to be more student-centered with their online teaching. As faculty move toward post-pandemic course design and teaching, lessons learned during the pandemic can help build stronger and more equitable graduate literacy education programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Literacy Practice & Research is the property of OTEL (Organization of Teacher Educators in Literacy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159223436 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Literacy Faculty Perspectives During COVID: What Did We Learn? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xiufang+Chen%22">Xiufang Chen</searchLink><relatesTo>1</relatesTo><i> chenx@rowan.edu</i><br /><searchLink fieldCode="AR" term="%22Shuling+Yang%22">Shuling Yang</searchLink><relatesTo>2</relatesTo><i> YANGS2@mail.etsu.edu</i><br /><searchLink fieldCode="AR" term="%22Karkar-Esperat%2C+Tala+M%2E%22">Karkar-Esperat, Tala M.</searchLink><relatesTo>3</relatesTo><i> tala.esperat@enmu.edu</i><br /><searchLink fieldCode="AR" term="%22Bahlmann+Bollinger%2C+Chelsey+M%2E%22">Bahlmann Bollinger, Chelsey M.</searchLink><relatesTo>4</relatesTo><i> bahlmacm@jmu.edu</i><br /><searchLink fieldCode="AR" term="%22Van+Wig%2C+Ann%22">Van Wig, Ann</searchLink><relatesTo>5</relatesTo><i> avanwig@ewu.edu</i><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Nance+S%2E%22">Wilson, Nance S.</searchLink><relatesTo>6</relatesTo><i> nance.wilson@cortland.edu</i><br /><searchLink fieldCode="AR" term="%22Pole%2C+Kathryn%22">Pole, Kathryn</searchLink><relatesTo>7</relatesTo><i> kpole@uta.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Literacy+Practice+%26+Research%22">Literacy Practice & Research</searchLink>. 2022, Vol. 47 Issue 2, p1-44. 44p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this multi-institutional survey research, we investigated graduate literacy faculty’s experiences and perceptions of teaching online during COVID-19 in the U.S.A. A Likert-type survey with open-ended questions was distributed to literacy faculty teaching in campus-based and online environments. Results indicated faculty did not perceive limitations in these online learning environments. However, they encountered various challenges, and handling field experiences became the greatest challenge. Also reported were the faculty mental and physical health concerns (i.e., experiencing anxiety, feeling pressured, and suffering from screen fatigue). Faculty participants realized they needed to be more student-centered with their online teaching. As faculty move toward post-pandemic course design and teaching, lessons learned during the pandemic can help build stronger and more equitable graduate literacy education programs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Literacy Practice & Research is the property of OTEL (Organization of Teacher Educators in Literacy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159223436 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 44 StartPage: 1 Subjects: – SubjectFull: Literacy Type: general – SubjectFull: Online education Type: general – SubjectFull: Literacy programs Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: COVID-19 Type: general Titles: – TitleFull: Literacy Faculty Perspectives During COVID: What Did We Learn? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xiufang Chen – PersonEntity: Name: NameFull: Shuling Yang – PersonEntity: Name: NameFull: Karkar-Esperat, Tala M. – PersonEntity: Name: NameFull: Bahlmann Bollinger, Chelsey M. – PersonEntity: Name: NameFull: Van Wig, Ann – PersonEntity: Name: NameFull: Wilson, Nance S. – PersonEntity: Name: NameFull: Pole, Kathryn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 24755737 Numbering: – Type: volume Value: 47 – Type: issue Value: 2 Titles: – TitleFull: Literacy Practice & Research Type: main |
| ResultId | 1 |
