Literacy Matters - Vol 21 - Winter 2021

Balanced Literacy in the Digital Classroom

by Lindsay Yearta, Winthrop University and Lisa Harris, Winthrop University

formats. Furthermore, graphic organizers, comic books, and manipulatives can also be provided. In addition to format, access also includes explicitly teaching specific skills students will need to understand the content. Examples include activating prior knowledge, pre-teaching vocabulary, explicitly teaching text structures, and highlighting patterns and relationships among ideas (CAST, 2018). This can also involve certain assistive technologies such as screen-readers and enlarging text or images. Multiple means of action and expression implies that students can show what they know in a variety of ways. Students are given voice and choice in how they interact in the learning environment, and how they demonstrate what they have learned. For example, students can choose between writing a report, developing a comic book, or recording a digital video for their character analysis project. Because developing these products can be complex, educators must also teach students how to manage time, collect information from multiple sources, plan projects, and collaborate with others. Other examples of multiple means of action and expression specific to literacy include using supports such as spelling and grammar check, sentence starters, and concept maps (CAST, 2018). Teaching Literacy in Online Spaces Many of the evidence-based practices educators use in traditional classroom spaces can be implemented in online environments. These practices include developing learning objectives and aligned assessments, setting up classroom routines and procedures, and providing engaging learning environments. Regardless of the space in which they are teaching, when an educator plans a lesson, they begin with the learning goal in mind (Nelson, 2014). The process of selecting a state standard, crafting a learning objective or goal, and informing students of what they should be able to do at the end of the instructional segment remains the same in both digital and traditional spaces (Brown & Green, 2016; Magana & Marzano, 2014; Thomlinson & Moon, 2013). Ensuring that the learning activities and assessments are aligned to the learning objectives is imperative as it streamlines the learning process and cuts down on unnecessary activities. As students worked through remote instruction in the spring, several difficulties were reported such as children sharing devices and lagging bandwidth as multiple users in the household were simultaneously online trying to work or learn. While providing clear directions in a traditional classroom has always been recognized as valuable (Hattie, 2009), remote instruction amplified its necessity. Writing concise step-by-step directions or recording a video demonstrating what students need to do in order to complete the activity are two ways educators can anticipate student questions and keep students

Introduction In the spring of 2020, the world collectively experienced an unprecedented pandemic. Instead of looking forward to a spring break, teachers and students around the world pivoted to emergency, remote online instruction. The world stood in awe at how quickly educators adapted their instruction so that they could continue teaching in online spaces. However, there were some issues that mandate further discussion and with the benefit of hindsight, researchers have begun to discuss the equity issues inherent in the digital divide as well as the differences between the remote instruction many of our students had access to last spring and intentional, purposeful online instruction developed by teachers in more typical times. In this intentionally practical article, the authors will focus on the second of these two issues and will discuss the pedagogy involved in teaching online informed by the Universal Design for Learning Framework. Further, the authors will highlight just some of the admirable work done by educators across our state during the pandemic and will provide suggestions for teaching literacy in the digital classroom for teachers moving forward in traditional, blended, or online classrooms. Universal Design for Learning Universal Design for Learning, UDL, is a helpful framework to guide educators in designing online instruction. The goal of UDL is to develop expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal directed (CAST, 2018). UDL has three guiding principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression. Educators can use these three principles as a guide when selecting learning materials, planning lessons, and developing assessments in literacy. Providing students with multiple means of engagement results in students that are engaged in the content being taught and are motivated to learn (Meyer, Rose, & Gordon, 2014). Further, students understand why they are learning specific content. Examples of increasing student engagement in literacy include designing learning activities that are relevant to students and authentic to real life, providing appropriate scaffolds so that students persist, and encouraging student self-assessment so that students can monitor their own progress (CAST, 2018). Engaged students are motivated to stay on task and persist even when they encounter difficulties. Multiple means of representation involves providing students with various methods to access content. For example, teachers can provide literacy materials in print, audio, or video

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Literacy Matters | Volume 21 • Winter 2021 | 71 |

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