Collaborative Self-Study of an Online Literacy Master's Program Pilot Year: Problem-Solving Practices in a Pandemic

Katarina N. Silvestri (SUNY Cortland, USA), Brittany Adams (SUNY Cortland, USA), Charlotte Pass (SUNY Cortland, USA), and Nance S. Wilson (SUNY Cortland, USA)
Copyright: © 2022 |Pages: 288
EISBN13: 9781668462010|DOI: 10.4018/978-1-7998-9168-0.ch015
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Abstract

This chapter illustrates the authors' intradepartmental, collaborative self-study of their literacy master's program through use of an adapted collaborative conference protocol to surface problems and solutions related to policies, procedures, and pedagogies. The department prioritized pedagogies fostering deep engagement with literacy education content as well as relationship-building with students. This intradepartmental case study leverages self-study methodology to structure collective inquiry, identifying “critical events” for deeper questioning, reflection, observation, and guidance for future practice. Three critical events created tensions relating to the literacy master's program's implementation during the COVID-19 pandemic: field experience placements, community-building with students, and student-teacher workload.
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