Electronic Thesis and Dissertation Repository

Thesis Format

Integrated Article

Degree

Master of Arts

Program

Education

Supervisor

Kim, Mi Song

Abstract

Teachers faced many challenges as they transitioned to online learning during the COVID-19 pandemic. The increase of technology brought the concept of multiliteracies, broadening the term literacy to include the social and cultural backgrounds of students (Baguley et al., 2010), by acknowledging multimodality to represent and communicate using images, words, sounds and digital media (Walsh, 2010). This case study aims to explore how a kindergarten teacher understood and implemented literacy and the multiliteracies pedagogy in an online environment. Data collection included virtual interviews, teacher reflective notes, teaching literacy resources, researcher observation, and student work samples. Findings indicate the teacher’s literacy teaching focused on phonological awareness, phonemic awareness and letter-sound correspondences. The teacher also faced challenges, such as lack of teacher preparation during his Bachelor of Education program, insufficient training and professional development from his workplace, inconsistency of the quality and utility of technology, constraints of virtual learning for young learners, and varying degrees of parental support. The results of this study indicate the importance of preparing pre-service teachers in Bachelor of Education programs and in-service teachers on continuous professional development on evidence-based literacy programs, multiliteracies and virtual learning.

Summary for Lay Audience

Teachers faced many challenges as they transitioned to online learning during the COVID-19 pandemic. This case study aims to explore how a kindergarten teacher understood and implemented literacy and multiliteracies pedagogy in an online environment. This study draws on a multiliteracies pedagogy and multimodal literacy framework. Technological advances in society have changed the skills and competencies students need in the workforce and life. The increase of technology brought the concept of multiliteracies, broadening the term literacy to include the social and cultural backgrounds of students (Baguley et al., 2010), by acknowledging multimodality to represent and communicate using images, words, sounds and digital media (Walsh, 2010). This case study focused on how one virtual kindergarten teacher implemented multiliteracies to engage students in meaningful literacy learning experiences virtually. The Kindergarten Program (KP) in Ontario emphasizes the importance for “educators to give children many opportunities to use and develop literacy behaviours – for example, to use language to describe, to give reasons, to ask questions, or to negotiate – in a wide variety of contexts” (Ontario Ministry of Education (OME), 2016, p. 65). Data collection included virtual interviews, teacher reflective notes, teaching literacy resources, researcher observation, and student work samples. Findings indicate the teacher has a thorough understanding of phonological awareness, phonemic awareness and letter-sound correspondences. The teacher also faced challenges, such as lack of teacher preparation during his Bachelor of Education program, insufficient training and professional development from the workplace, inconsistency of the quality and utility of technology, constraints of virtual learning for young learners, and varying degrees of parental support. The results of this study indicate the importance of preparing pre-service teachers in Bachelor of Education programs and in-service teachers with continuous professional development on evidence-based literacy programs, multiliteracies and virtual learning.

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