Breaking Through the Noise: Literacy Teachers in the Face of Accountability, Evaluation, and Reform

In an era of increased accountability, it is important to understand how exemplary teachers navigate the demands placed on them by their schools, districts, and states in order to support student learning aligned with their beliefs of effective instruction. To understand these negotiations, tensions facing exemplary literacy teachers were examined through a qualitative interview study. Participants included nineteen experienced PK-6th grade teachers from across the U.S. Results of the study indicate that teachers experience discrepancies between their beliefs and state and local mandates, and they discuss a variety of strategies for negotiating these discrepancies. Findings suggest that schools can support effective literacy instruction by cultivating cultures of autonomy for teachers and strengthening teachers’ sense of agency

Supplemental Material - “We were able to get creative”: Examining virtual field experiences during literacy instruction with preservice teachers

“We were able to get creative”: Examining virtual field experiences during literacy instruction with preservice teachers by Tala Michelle Karkar Esperat and Chelsey M Bahlmann Bollinger in E-Learning and Digital Media</p

What We Learned Having Faculty Build a 3D Printer

A look at how a university library guided faculty members in building their own 3D printer to be used in various disciplines across campus

Literacy Faculty Perspectives During COVID: What Did We Learn?

This multi-institutional collaborative survey research investigated graduate literacy faculty’s experiences and perceptions of teaching online during Covid-19 in the U.S.A. Results indicate 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 their mental and physical health concerns. 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