Digital Literacy Coaching in the Wake of COVID-19

• In Event: Capitalizing on Online Education

Abstract

The role of specialized literacy professional continues to evolve. In March 2020, the COVID-19 pandemic forced many schools to move online requiring new approaches to literacy coaching. This study explored the challenges and experiences of graduate students enrolled in a literacy leadership practicum during the time of school closures. Data includes practicum class discussions, email chains, course assignments, and semi-structured interviews. Findings demonstrate that graduate students were able to overcome challenges by incorporating soft skills of literacy coaching and modifying effective professional development strategies to work in a virtual context. Results may inform ways in which literacy leaders can be responsive and work towards the public good particularly in times of crisis.

Authors

• Erin Bailey, The George Washington University

• Jonathan Eakle, George Washington University