On the Fly: Adapting Quickly to Emergency Remote Instruction in a Family Literacy Programme

Autor/inn/en	Kaiper-Marquez, Anna; Wolfe, Emily; Clymer, Carol; Lee, Jungeun; McLean, Elisabeth Grinder; Prins, Esther; Stickel, Tabitha
Titel	On the Fly: Adapting Quickly to Emergency Remote Instruction in a Family Literacy Programme
Quelle	In: International Review of Education, 66 (2020) 5-6, S.691-713 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-020-09861-y
Schlagwörter	Distance Education; Pandemics; COVID-19; Family Literacy; Family Programs; Literacy Education; Immigrants; Adult Education; Parent Education; Parent Child Relationship; Teaching Methods; Technological Literacy; Educational Resources; Barriers; Creative Teaching; Low Income Groups; Program Descriptions; Educational Change; Online Courses; Pennsylvania + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Family program; Familienprogramm; Immigrant; Immigrantin; Immigranten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Bildungsmittel; Creative thinking; Teaching; Kreatives Denken; Unterricht; Bildungsreform; Online course; Online-Kurs
Abstract	The COVID-19 pandemic has led to extraordinary changes in family literacy instruction, forcing face-to-face programmes to shift rapidly (or "on the fly") to online, remote instruction. This study is one of the few on online teaching and learning in family literacy and, to the knowledge of the authors, the first on emergency remote instruction in a family literacy programme during the COVID-19 pandemic. This article examines how the Goodling Institute for Research in Family Literacy at The Pennsylvania State University in the United States has responded to the pandemic by converting its face-to-face family literacy classes into emergency remote instruction using online platforms. Serving eight immigrant families in 2019-2020 who live in the State College area in central Pennsylvania, the "Family Pathways" programme includes adult education, parent education and interactive parent-child literacy activities. The article discusses how teachers created online learning opportunities for parents and children to learn together, the strategies and resources instructors used to teach remotely, how challenges such as discomfort with technology were addressed, and what has been learned from the experience. Although COVID-19 presents unprecedented challenges for educators and learners in family literacy programmes more broadly, it has also compelled instructors in this particular programme to use remote instruction creatively and has revealed the critical importance of family literacy programmes as an educational support system for low-income and immigrant families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01