A Brave New World: Understanding Shifts in Faculty Literacy Practices and Identities in Learning to Teach Hybrid and Online Courses

• In Event: Poster Session 16
  In Poster Session: Online Teaching and Learning: Faculty Development

Abstract

This study examines the transition that occurs when faculty must shift from teaching "traditional" courses to developing and teaching hybrid or online classes. Using the theoretical framework of new literacies, this paper analyzes how faculty move from a position of expertise to learning new technologies and new ways of being and interacting with tools and students, as well as how models of professional development including online social networks and face-to-face brown bag sessions support faculty differently. Results show how issues of power, access and knowledge shift as well as faculty identity and interaction with students.

Authors

• Suzanne Schwarz McCotter, Montclair State University

• Dana J. Wilber, Montclair State University