ILA Resource Collection: Addressing the Impact of COVID-19 in the Literacy Classroom
The onset of the COVID-19 pandemic had many in education wondering how long it would be before we could return to normal. But as we began to navigate the new “normal,” what we learned is that the only way to move forward is to evolve.
This ILA Resource Collection considers the needs of today’s students, teachers, and other school-based professionals—and what culturally responsive and trauma-informed practices should be carried forth to ensure that literacy instruction not only bridges lingering learning gaps and mitigates residual effects of lost instructional time but also reimagines more equitable possibilities for students impacted by the pandemic.
In short, practices that ensure better outcomes for all.
All of the products listed below are included in the collection price.
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How to focus on learning leaps rather than loss and identify where students are and how to build up their critical skills. (Although recorded as educators were making the transition back to in-person learning, the discussion is as applicable today.) *This video is excerpted from a full session.
Speaker(s): Douglas Fisher and Nancy Frey
Values that will create safe, flexible, more student-centered classrooms that focus on human-centered care, rich opportunities, and social justice. (Although recorded when schools were in shutdown, the discussion is as applicable today.) *This video is excerpted from a full session.
Speaker(s): Cornelius Minor
A look at how, from a community literacies perspective, the concept of community has shifted—and how writing develops a sense of unity and collaboration.
Author(s): Gabrielle Oliveira and Jon M. Wargo
How literacy leaders studied their own efforts to address challenges faced in supporting teacher colleagues, and how that led teachers to better advocate for themselves and their students’ literacy learning.
Author(s): Danielle Lillge
The need to consider digital literacies as part of comprehensive plans for online learning inside and outside of the pandemic.
Author(s): Mary Frances Rice and Don Zancanella
How teachers and students can use children’s literature and literature-based activities to intentionally foster hope and support academic development.
Author(s): Dixie D. Massey, Margaret Vaughn, and Elfrieda Hiebert
A look at teachers’ perspectives on how literacy instruction for bilingual children changed during remote instruction and what areas of literacy development are most in need of support.
Author(s): Amy C. Crosson and Rebecca D. Silverman
On the need to include racial literacy in our understanding of literacy in order to promote the development of empathy, understanding, and responsible citizenship. [Article; 4 pages]
Author(s): Tricia Ebarvia
Lessons to effectively implement culturally informed approaches that address the impact of your own identity, center students, and transform literacy curriculum. [Article; 8 pages]
Author(s): Laura Beth Kelly and Cara Djonko-Moore
Prioritizing Care in the Classroom: Three Key Mind-Sets for Literacy Leaders in the Wake of COVID-19
How literacy leaders who prioritize care are critical in the reestablishment of social relations during and after COVID-19.
Author(s): Jennifer Soalt and Bridget Nolen
What the company of books—and each other—can do to help provide comfort to students during and after crises.
Author(s): Thu Anh Nguyen
Equity-centered approaches that educators can take to better support the success of English learners and other students in the margins affected by the pandemic.
Author(s): Shalander “Shelly” Samuels and Donna-Marie Cole-Malott
On the need to tap into students’ internal knowledge when reading to support meaningful connections to their life, emotions, and world.
Author(s): Rhonda M. Sutton
A highlight of the significance of culture, access, and representation in the literacy practices of children and families that have been historically underserved by schools. [Instructional Practice; 4 pages]
Author(s): Jennifer D. Turner and Catherine Compton-Lilly
