Welcome to the InfoSci Platform
Reference Hub1
Supporting Literacy and Social Connectedness in a Pandemic Through the “Autobiographical R/W/L/S” Method

Supporting Literacy and Social Connectedness in a Pandemic Through the “Autobiographical R/W/L/S” Method

Jessica Essary, Jenna DeRosa, Dizery Salim
Copyright: © 2021 |Pages: 23
ISBN13: 9781799874645|ISBN10: 1799874648|ISBN13 Softcover: 9781799874652|EISBN13: 9781799874669
DOI: 10.4018/978-1-7998-7464-5.ch015
Cite Chapter Cite Chapter

MLA

Essary, Jessica, et al. "Supporting Literacy and Social Connectedness in a Pandemic Through the “Autobiographical R/W/L/S” Method." Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, edited by Jill Tussey and Leslie Haas, IGI Global, 2021, pp. 322-344. https://doi.org/10.4018/978-1-7998-7464-5.ch015

APA

Essary, J., DeRosa, J., & Salim, D. (2021). Supporting Literacy and Social Connectedness in a Pandemic Through the “Autobiographical R/W/L/S” Method. In J. Tussey & L. Haas (Eds.), Handbook of Research on Supporting Social and Emotional Development Through Literacy Education (pp. 322-344). IGI Global. https://doi.org/10.4018/978-1-7998-7464-5.ch015

Chicago

Essary, Jessica, Jenna DeRosa, and Dizery Salim. "Supporting Literacy and Social Connectedness in a Pandemic Through the “Autobiographical R/W/L/S” Method." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, edited by Jill Tussey and Leslie Haas, 322-344. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7464-5.ch015

Export Reference

Mendeley
Favorite

Abstract

The “Autobiographical R/W/L/S Method” was deployed by eight teacher candidates to develop literacy skills and socio-emotional learning (SEL) competencies in 4th-grade students during the COVID-19 pandemic. The R/W/L/S intervention was focused on autobiographical writing. Interactions took place in a HyFlex environment with the intervention delivered through the Microsoft Teams video conferencing platform. After the intervention, students shared more information about themselves than before, demonstrating improved autobiographical literacy skills. The heightened willingness to share is indicative of trust-building among participants and therefore suggestive of socio-emotional learning. Outcomes also suggest that enhanced autobiographical literacy is beneficial to children who may once have struggled to express their feelings by alleviating stress and providing pathways to camaraderie through the sharing of autobiographical stories. The use of digital communication technology is thought to be key in allowing for these positive outcomes to occur during an international pandemic.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.