475
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Exploring issues of quality and equity through literacy learning in the time of Covid

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 118-132 | Received 16 Sep 2021, Accepted 05 Sep 2022, Published online: 28 Nov 2022

References

  • Abrams, S. S. (2021). Reimagining numeracies: Empowered, game-informed meaning making in and beyond the pandemic era. Language and Literacy/Langue Et Littératie, 23(2), 16–31. https://doi.org/10.20360/langandlit29551
  • Alexander, R. (2020). A dialogic teaching companion. Routledge.
  • Anderson, A. R., & Jack, S. L. (2015). An introduction to the constant comparative technique. In H. Neergaard & C. M. Leith (Eds.), Handbook of qualitative research techniques and analysis in entrepreneurship (pp. 15–20). Edward Elgar Publishing.
  • Barnes, D. (2010). Why talk is important. English Teaching, 9(2), 7.
  • Brandt, D., & Clinton, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337–356. https://doi.org/10.1207/s15548430jlr3403_4
  • Brindley, S., Alexander, P., Amis, D., Lownds, S., Shaw, C., & White, S. S. (2021). Teaching and learning in UK English classrooms: Tales from the pandemic. English in Australia, 56(2), 67.
  • Britton, J. (1970). Language and Learning. Allen Lane.
  • Bulfin, S., & McGraw, K. (2015). Digital literacy in theory, policy and practice: Old concerns, new opportunities. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions (pp. 266–281). Cambridge University Press.
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
  • Chamberlain, L., Lacina, J., Bintz, W. P., Jimerson, J. B., Payne, K., & Zingale, R. (2020). Literacy in lockdown: Learning and teaching during COVID‐19 school closures. The Reading Teacher, 74(3), 243–253. https://doi.org/10.1002/trtr.1961
  • Christie, F., & Misson, R. (1998). Literacy and schooling. Routledge.
  • Cope, B., & Kalantzis, M. (Eds.). (1993). The power of literacy: A genre approach to teaching writing. Falmer Press.
  • Cope, B., & Kalantzis, M. (2017). Conceptualizing e-learning. In B. Cope & M. Kalantzis (Eds.), e-Learning Ecologies: Principles for New Learning Assessment (pp. 1–45). Routledge.
  • Crosson, A. C., & Silverman, R. D. (2022). Impact of COVID‐19 on early literacy instruction for emergent bilinguals. Reading Research Quarterly, 57(1), 5–14. https://doi.org/10.1002/rrq.456
  • Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
  • Cummins, J. (2014). Beyond language: Academic communication and student success. Linguistics and Education, 26, 145–154. https://doi.org/10.1016/j.linged.2014.01.006
  • Derewianka, B. (2020). Supporting meaning-making through text organisation. In T. Daffern & N. M. Mackenzie (Eds.), Teaching Writing: Effective approaches for the middle years (pp. 67–91). Routledge.
  • Derewianka, B. (n d). A Teaching and Learning Cycle. https://victesol.vic.edu.au/index.php/teaching-and-learning-cycle-project/the-teaching-and-learning-cycle/
  • Dharamshi, P. (2019). “I remember being aware of how I was being positioned by my school”: How early experiences with deficit views of education influence the practices of literacy teacher educators. Teaching and Teacher Education, 77, 90–99. https://doi.org/10.1016/j.tate.2018.09.015
  • Esici, H., Ahmet, A., Yetim, D., Çaglar, S., & Bedir, N. (2021). Teachers in COVID-19 period: Psychological effects, practices and career needs. Turkish Journal of Education, 10(2), 157–177. https://doi.org/10.19128/turje.855185
  • Essary, J., DeRosa, J., & Salim, D. (2021). Supporting literacy and social connectedness in a pandemic through the “autobiographical R/W/L/S” method. In J. Tussey & L. Haas (Eds.), Handbook of Research on Supporting Social and Emotional Development Through Literacy Education (pp. 322–344). IGI Global.
  • Farrell, L., Eadie, T., McLean Davies, L., & Sandiford, C. (2022). Literacy education for citizenship across the lifespan. The Australian Journal of Language and Literacy, 1–15. https://doi.org/10.1007/s44020-022-00014-2
  • Fisher, A. T. (2011). Creating an articulate classroom: Examining pre-service teachers’ experiences of talk. Language and Education, 25(1), 33–47. https://doi.org/10.1080/09500782.2010.519775
  • Fisher, D., & Frey, N. (2009). Background knowledge: The missing piece of the comprehension puzzle. Heinemann.
  • Gannon, S., Jacobs, R., D’warte, J., & Naidoo, L. (2022). ‘But w’rry not we shall banquet again someday’: Creativity and socially distanced English. English in Australia, 56(2), 38–48.
  • Gardner, H., Weigel, M., & James, C. (2009). Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, 1(1), 1–18. https://doi.org/10.1162/ijlm.2009.0005
  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd) ed.). Taylor & Francis.
  • Gee, J. P., Hull, G., & Lankshear, C. (1996). The new work order: Behind the language of the new capitalism. Westview Press.
  • Green, B. (2012). Subject-specific literacy and schooling: A revised account. In B. Green & C. Beavis (Eds.), Literacy in 3D: An integrated perspective in theory and practice (pp. 2–21). ACER Press.
  • Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2021). The educational response to Covid-19 across two countries: A critical examination of initial digital pedagogy adoption. Technology, Pedagogy and Education, 30(1), 7–25. https://doi.org/10.1080/1475939X.2020.1866654
  • Guskey, T. R. (2014). Planning professional learning. Educational Leadership, 71(8), 10–16.
  • Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. Edward Arnold.
  • Hassan, M. M., Mirza, T., & Hussain, M. W. (2020). A critical review by teachers on the online teaching-learning during the COVID-19. International Journal of Education and Management Engineering, 10(8), 17–27. https://doi.org/10.5815/ijeme.2020.05.03
  • Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy education. Educational Review, 52(2), 175–186. https://doi.org/10.1080/713664035
  • Janks, H. (2009). Literacy and power. Routledge.
  • Kelly, C. M., Miller, S. E., Kleppe Graham, K., Bahlmann Bollinger, C. M., Sanden, S., & McManus, M. (2019). Breaking through the noise: Literacy teachers in the face of accountability, evaluation, and reform. Reading Horizons: A Journal of Literacy and Language Arts, 58(2), 4. https://scholarworks.wmich.edu/reading_horizons/vol58/iss2/4
  • Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381
  • Kostogriz, A., & Doecke, B. (2013). The ethical practice of teaching literacy: Accountability or responsibility? Australian Journal of Language and Literacy, The, 36(2), 90–98.
  • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd) ed.). Open University Press.
  • Lee, C. D. (2004). Literacy in the academic disciplines and the needs of adolescent struggling readers. Voices in Urban Education, 3, 14–25.
  • Le Fevre, D., Timperley, H., & Ell, F. (2016). Curriculum and pedagogy: The future of teacher professional learning and the development of adaptive expertise. The SAGE Handbook of Curriculum, Pedagogy and Assessment, 1, 309–324.
  • Li, M., & Yu, Z. (2022). Teachers’ satisfaction, role, and digital literacy during the COVID-19 Pandemic. Sustainability, 14(3), 1121. https://doi.org/10.3390/su14031121
  • Lytle, S. L. (2013). The critical literacies of teaching. In C. Kosnick, J. Rowsell, P. Williamson, R. Simon, & R. Simon (Eds.), Literacy teacher educators: Preparing teachers for a changing world. Springer.
  • Moje, E. B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of Research in Education, 31(1), 1–44. https://doi.org/10.3102/0091732X07300046001
  • Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96–107. https://doi.org/10.1598/JAAL.52.2.1
  • New London Group, T., & New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
  • Owen, C., Enticott, E., Harlowe, J., Kolber, S., Rees, E., & Wood, A. (2022). Teaching during lockdown: English teachers’ experiences in the time of covid-19. English in Australia, 56(2), 7–19.
  • Palau, R., Fuentes, M., Mogas, J., & Cebrián, G. (2021). Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education, 30(1), 183–199. https://doi.org/10.1080/1475939X.2020.1863855
  • Rogers, R. (2013). Cultivating diversity through critical literacy in teacher education. In C. Kosnick, J. Rowsell, P. Williamson, R. Simon, & R. Simon (Eds.), Literacy teacher educators: Preparing teaching for a changing world (pp. 7–20). Springer.
  • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101
  • Sharpe, T. (2006). ‘unpacking’ scaffolding: identifying discourse and multimodal strategies that support learning. Language and Education, 20(3), 211–231. [Record #2365 is using a reference type undefined in this output style.]. https://doi.org/10.1080/09500780608668724
  • Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. Longman.
  • Street, B. (2000). Literacy events and literacy practices: Theory and practice in the new literacy studies. In M. Martin-Jones & K. E. Jones (Eds.), Multilingual literacies: Reading and writing different worlds (pp. 17–29). John Benjamins Publishing.
  • Taylor, B., Hodgen, J., Jacques, L., Tereshchenko, A., Cockerill, M., & Kwok, R. K. W. (2022). Access to mathematics learning for lower secondary students in England during school closures: Implications for equity and quality. Teachers and Teaching, 1–15. https://doi.org/10.1080/13540602.2022.2062717
  • Truman, S. E., Hackett, A., Pahl, K., McLean Davies, L., & Escott, H. (2021). The capaciousness of no: Affective refusals as literacy practices. Reading Research Quarterly, 56(2), 223–236. https://doi.org/10.1002/rrq.306
  • Woods, A., & Comber, B. (2020). Bringing together what we know about literacy and equity: A discussion about what’s important. In A. Woods & B. Exley (Eds.), Literacies in early childhood: Foundations for equity and quality (pp. 2–15). Oxford University Press.
  • Yandell, J. (2020). Learning under lockdown: English teaching in the time of Covid-19. Changing English, 27(3), 262–269. https://doi.org/10.1080/1358684X.2020.1779029
  • Ziebell, N., Aquaro, D., Pern, C., & Seah, W. (2020). Australian education survey: Examining the impact of COVID-19 report summary. http://hdl.handle.net/11343/276287

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.