Literacy Teacher Leaders Address the Broadband Gap Through Broadcast Pedagogy

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Teacher Leadership for Language and Literacy

Abstract

To address instructional interruptions and the broadband gap, a multi-role Community of Practice developed reading lessons via PBS NC. This collective-case study addresses two research questions: (1) How do literacy teachers perceive the value of innovating with new literacies, like broadcast lessons? and (2) what pedagogical shifts are required in literacy broadcast lessons? Analysis of multiple data sources revealed key themes: (a) to be a leader in instructional equity, lean into new literacies; (b) we teach beyond the classroom; and (c) we are navigating rapidly evolving expectations about reading instruction. A framework for literacy broadcast pedagogy was developed. Implications and suggestions for future research in new literacies as it relates to teaching reading, teacher leadership, and student advocacy are explored.

Authors

• Sarah Byrne Bausell, North Carolina State University

• Marie Himes, North Carolina State University

• Erin Suzanne Huels Huggins, North Carolina State University

• Hiller A. Spires, North Carolina State University