Abstract

New literacies within schools is supported by both education policy and research; despite this, new literacies have yet to enter and transform the classroom. The COVID-19 pandemic offered an unprecedented opportunity to study teachers' experiences as they are required to navigate new literacies while teaching online. Therefore, the purpose of this phenomenological study was to explore the lived experience of three upper elementary school teachers as they navigated the use of new literacies in a Title I school during a global pandemic. Data sources included three in-depth interviews and were analyzed through a thematic approach. Data analysis resulted in identifying the essence unfamiliar, and three essential themes which included unfamiliar space, unfamiliar pedagogy, and unfamiliar teacher. The findings indicate that the teachers experienced challenges to their teacher identities and pedagogical modalities as they navigated teaching online. Additionally, teachers continued to favor print-based reading and writing, rather than embracing a new literacies mindset. A key implication of this study is the need for professional development and teacher education programs that prepare and support teachers as they navigate new literacies in their classrooms.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2023-04-13

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd12691

Keywords

literacy, teachers, elementary schools, phenomenology, technology education

Language

english

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