Literacy in Lockdown: Learning and Teaching During COVID‐19 School Closures.
Across the globe, students have been away from schools and their teachers, but literacy learning has continued. In many countries, students' literacy proficiency is often measured via high‐stakes assessment tests. However, such tests do not make visible students' literacy lives away from formal lear...
| Publicado en: | Reading Teacher Vol. 74; no. 3; pp. 243 - 254 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Nov2020
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=147152942&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 147152942 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov2020 vid: 74 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 147152942 10.1002/trtr.1961 ppf: 243 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 2.2MB tig: atl: Literacy in Lockdown: Learning and Teaching During COVID‐19 School Closures. aug: au: Chamberlain, Liz Lacina, Jan Bintz, William P. Jimerson, Jo Beth Payne, Kim Zingale, Remy su: Literacy education COVID-19 pandemic Learning Teaching methods United States education system sug: subj: Literacy education COVID-19 pandemic Learning Teaching methods United States education system keyword: 1‐Early childhood 2‐Childhood Audience < Writing Children's literature Content literacy Graduate education graduate programs < Teacher education Home–school connections < Family literacy Methodological perspectives Modes < Writing Motivation/engagement New literacies < Digital/media literacies professional development text features < Content literacy Text types Writing ab: Across the globe, students have been away from schools and their teachers, but literacy learning has continued. In many countries, students' literacy proficiency is often measured via high‐stakes assessment tests. However, such tests do not make visible students' literacy lives away from formal learning settings, so students are positioned as task responders, rather than as agentive readers and writers. The authors explore the fluidity and diversity of literacy events and practices for students and their teachers observed during the recent period of COVID‐19 lockdown restrictions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell 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. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
|---|