Literacy Faculty Perspectives During COVID: What Did We Learn?

Authors

Xiufang Chen, Rowan UniversityFollow
Shuling Yang, East Tennessee State UniversityFollow
Tala Karkar Esperat, Eastern New Mexico UniversityFollow
Chelsey M. Bahlmann Bollinger, James Madison UniversityFollow
Ann Van Wige, Eastern Washington UniversityFollow
Nance S. Wilson, State University of New York at CortlandFollow
Kathryn Pole, University of Texas at ArlingtonFollow

Abstract

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.

Recommended Citation

Chen, Xiufang; Yang, Shuling; Karkar Esperat, Tala; Bahlmann Bollinger, Chelsey M.; Van Wige, Ann; Wilson, Nance S.; and Pole, Kathryn (2022) "Literacy Faculty Perspectives During COVID: What Did We Learn?," Literacy Practice and Research: Vol. 47: No. 2, Article 5.
Available at: https://digitalcommons.fiu.edu/lpr/vol47/iss2/5