Interrogating Writing and Relations: Classroom Challenges and Emergent Opportunities During COVID-19 (Poster 7)

• In Event: Division C Section 1A Poster Session 1. Literacy: Literacy Processes and Practices

Abstract

Research is needed to understand the impacts of the COVID-19 pandemic on the teaching and learning of writing. It is also necessary to examine how teachers innovated writing instruction during disrupted schooling as we work collectively towards school-based writing experiences that foreground relationships and social contexts. In this study, we interviewed 11 teachers from grades 3-8 about their writing instruction from March 2020 to spring 2021. Findings show that teachers faced challenges in fostering relationships, but saw this as separate from the teaching of writing. Still, some reported “glimmers of writing relationality”, where meaningful relationships and community were interwoven with writing practices. We discuss in the implications how this provides insight for future designs of writing environments centered on relationality.

Authors

• Erin Lane, University of Washington

• Mary Northey, University of Washington

• Sonia Kim, University of Washington - Seattle

• Heather Tiffany Hebard, University of Washington - Seattle

• Deborah McCutchen, University of Washington - Seattle