{"title":"Re-envisioning Clinical Reading Instruction during a Time of Uncertainty","authors":"K. McGrath","doi":"10.1080/19388071.2021.1955055","DOIUrl":null,"url":null,"abstract":"ABSTRACT The article describes a field experience that unexpectedly shifted online, in response to the global pandemic and national shut down, mid-way through the spring 2020 semester. First, the course and its embedded fieldwork is situated within the body of theoretical work that frames the traditional, f2f delivery. Then, the literature on teacher preparation for online instruction, as well as online fieldwork experiences in literacy instruction is reviewed. Through formative assessment survey data and subsequent reflective data, the instructional decisions which undergirded the shift to remote fieldwork are analyzed for their impact on the thinking and learning of the literacy specialist candidates who participated in this shift. Three instructional decisions emerged as most critical to the shift’s success and candidates’ learning. Findings have implications for the course and the advanced literacy program and are important considerations as we adapt to the educational realities of teaching and learning in an uncertain time.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"229 - 248"},"PeriodicalIF":1.1000,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1955055","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy Research and Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19388071.2021.1955055","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT The article describes a field experience that unexpectedly shifted online, in response to the global pandemic and national shut down, mid-way through the spring 2020 semester. First, the course and its embedded fieldwork is situated within the body of theoretical work that frames the traditional, f2f delivery. Then, the literature on teacher preparation for online instruction, as well as online fieldwork experiences in literacy instruction is reviewed. Through formative assessment survey data and subsequent reflective data, the instructional decisions which undergirded the shift to remote fieldwork are analyzed for their impact on the thinking and learning of the literacy specialist candidates who participated in this shift. Three instructional decisions emerged as most critical to the shift’s success and candidates’ learning. Findings have implications for the course and the advanced literacy program and are important considerations as we adapt to the educational realities of teaching and learning in an uncertain time.
期刊介绍：
Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.
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