On the fly: Adapting quickly to emergency remote instruction in a family literacy programme
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On the fly: Adapting quickly to emergency remote instruction in a family literacy programme Anna Kaiper‑Marquez1 · Emily Wolfe1 · Carol Clymer1 · Jungeun Lee1 · Elisabeth Grinder McLean1 · Esther Prins1 · Tabitha Stickel1
© UNESCO Institute for Lifelong Learning and Springer Nature B.V. 2020
Abstract The COVID-19 pandemic has led to extraordinary changes in family literacy instruction, forcing face-to-face programmes to shift rapidly (or “on the fly”) to online, remote instruction. This study is one of the few on online teaching and learning in family literacy and, to the knowledge of the authors, the first on emergency remote instruction in a family literacy programme during the COVID-19 pandemic. This article examines how the Goodling Institute for Research in Family Literacy at The Pennsylvania State University in the United States has responded to the pandemic by converting its face-to-face family literacy classes into emergency remote instruction using online platforms. Serving eight immigrant families in 2019–2020 who live in the State College area in central Pennsylvania, the Family Pathways programme includes adult education, parent education and interactive parent–child literacy activities. The article discusses how teachers created online learning opportunities for parents and children to learn together, the strategies and resources instructors used to teach remotely, how challenges such as discomfort with technology were addressed, and what has been learned from the experience. Although COVID-19 presents unprecedented challenges for educators and learners in family literacy programmes more broadly, it has also compelled instructors in this particular programme to use remote instruction creatively and has revealed the critical importance of family literacy programmes as an educational support system for low-income and immigrant families. Keywords Adult basic education · COVID-19 pandemic · Distance education · Emergency remote teaching · Emergency remote instruction · Family literacy Résumé À la volée : adaptation rapide à l’urgence du télé-enseignement dans le cadre d’un programme d’alphabétisation familiale – La pandémie de COVID 19 a entraîné des * Esther Prins [email protected] Extended author information available on the last page of the article
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changements extraordinaires en matière d’alphabétisation familiale, contraignant les programmes en présentiel à passer rapidement (pour ainsi dire, à la volée) à un mode d’enseignement à distance en ligne. Cette étude est l’une des rares à aborder l’enseignement et l’apprentissage en ligne en matière d’alphabétisation et, à la connaissance des auteures, elle est la première qui porte sur l’enseignement à distance dans le cadre d’un programme d’alphabétisation familiale durant la pandémie de COVID-19. Le présent article se penche sur la réponse que l’Institut Goodling de recherche en alphabétisation familiale de la Pennsylvania State University (USA) a apporté à la pandémie en transformant, à chaud, ses cour
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