Literacy Clinics During COVID-19: Voices that Envision the Future

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dc.coverageDOI: 10.1080/19388071.2022.2134064
dc.creatorLaster, Barbara
dc.creatorButler, Melinda
dc.creatorWaller, Rachael
dc.creatorVasinda, Sheri
dc.creatorHoch, Mary
dc.creatorOrellana, Pelusa
dc.creatorRhodes, Joan
dc.creatorDeeney, Theresa
dc.creatorScott, D. Beth
dc.creatorGallagher, Tiffany
dc.creatorCavendish, Leslie
dc.creatorMilby, Tammy
dc.creatorRogers, Rebecca
dc.creatorJohnson, Tracy
dc.creatorMsengi, Shadrack
dc.creatorDozier, Cheryl
dc.creatorHuggins, Shelly
dc.creatorGurvitz, Debra
dc.date2023
dc.date.accessioned2025-11-18T19:51:55Z
dc.date.available2025-11-18T19:51:55Z
dc.description<p>The resiliency of literacy clinics was tested during 2020–2021, as many pivoted from in-person (F2F) to online or 3-way remote learning because of the COVID-19 pandemic. University-based literacy clinics advance teacher education, provide services to K-12 students who may need instructional support, and are a laboratory for research. The purpose of the study was to examine modifications in literacy instruction and assessment as a consequence of the changes in modality. Participants (n = 58) were literacy clinic directors/instructors from multiple states and countries. Data were analyzed in three phases: researchers individually coded; multiple teams cross-checked; a macro team collated across themes. Alterations during the pandemic involved place, time, types of texts, innovative instructional tools, and new ways of operationalizing literacy assessment and instruction. Some clinics used technology to transform instruction and innovate, while for others the goal was to replicate existing practices. Teachers, students in the context of their families, and teacher educators demonstrated resiliency, resourcefulness, and creativity in the face of interruptions and stress. Findings, viewed through the lens of the TPACK framework, can help us understand how transformations in instruction and assessment affect literacy learning not only in the context of clinics, but in school classrooms as well.</p>eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/26cbdb6d-efda-4202-a609-bbf0a13d73df
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/57427
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.62 (2023) nr.2 p.155-179
dc.subjectClinical research and practice
dc.subjectdigital literacies
dc.subjectinstructional strategies and materials
dc.subjectteacher education
dc.titleLiteracy Clinics During COVID-19: Voices that Envision the Futureeng
dc.typeArticleeng
dc.typeArtículospa
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