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Literacy in Lockdown: Learning and Teaching During COVID-19 School Closures.
The Reading Teacher
|December 28, 2020
Summary
Students continued literacy learning globally during COVID-19 school closures. This study reveals the diverse literacy practices and student agency beyond traditional assessments.
Area of Science:
- Educational Psychology
- Sociolinguistics
- Literacy Studies
Background:
- Global school closures due to COVID-19 disrupted formal education.
- Traditional high-stakes assessments inadequately capture students' literacy experiences outside of school.
- Students are often viewed as passive responders rather than active participants in literacy.
Purpose of the Study:
- To investigate the diverse literacy events and practices of students and teachers during COVID-19 lockdown.
- To understand how students' literacy lives manifest beyond formal educational settings.
- To explore the concept of student agency in reading and writing during periods of remote learning.
Main Methods:
- Qualitative exploration of literacy events and practices.
- Observation of students and teachers during COVID-19 lockdown restrictions.
- Analysis of literacy in informal and non-school learning environments.
Main Results:
- Literacy learning persisted globally despite school closures.
- A wide range of literacy practices were observed outside of formal schooling.
- Students demonstrated agency and active engagement in their literacy development.
Conclusions:
- Student literacy is fluid and diverse, extending beyond the classroom.
- Remote learning periods highlighted the importance of informal literacy practices.
- Recognizing student agency is crucial for understanding literacy development.
Keywords:
1‐Early childhood2‐ChildhoodAudience < WritingChildren’s literatureContent literacyGraduate educationHome–school connections < Family literacyMethodological perspectivesModes < WritingMotivation/engagementNew literacies < Digital/media literaciesText typesWritinggraduate programs < Teacher educationprofessional developmenttext features < Content literacy
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