Literacy and Learning in Times of Crisis

Literacy and Learning in the Time of Crisis highlights the educational decision making that educators have used to cope with the dilemmas that they and their students have faced at the turn of the millennium.

In this collection, Literacy and Learning in Times of Crisis: Emergent Teaching Through Emergencies, the contributors offer insights from theoretical, historical, and pedagogical lenses and these critical insights emerge out of their academic, scholarly, and personal experiences of teaching during crises. In some cases, authors have taught while battling COVID, and others have done so while addressing and acknowledging school-based violence. While some teach the analysis of the discourse of crisis, others critique the missteps of policy-making during calamity. More so, some authors examine the finesse of micro-teaching at emotional levels; others find the means to develop macro-structures of programmatic curriculum. Literacy and Learning in Times of Crisis highlights the educational decision making that educators have used to cope with the dilemmas that they and their students have faced at the turn of the millennium. Specifically, contributors to this collection offer a broad range of experiences, expertise, and engagement with pedagogy during emergencies that we currently face but also frame issues of emergencies that will inevitably challenge educators in the future.

Autorentext

Co-editors Sara P. Alvarez, Yana Kuchirko, Mark McBeth, Meghmala Tarafdar, and Missy Watson bring varying expertise and knowledge about pedagogy to their editorial efforts on this collection. All are faculty members of the City University of New York, instructing a wide diversity of students at CUNY's many campuses. In the largest public university in the nation, they have each supported students' learning through dire national emergency events, such as 9/11, Hurricane Sandy, highly publicized police violence as well as other large-and-small-scale crises.

Inhalt

Acknowledgments Introduction Ann E. Wallace: Long- Haul Writing: Creating Community Amid Crises Kristina Arevalo: Open Wounds: An Asian American Student's Experience Ian Barnard: The (Further) Erosion of Student- Centered Pedagogy: Pandemic Lessons Tashiya Hunter/Yana Kuchirko/Erika Y. Niwa: Turning Points: (Re)Defining Crisis in Pedagogy Alice S. Horning: Infowhelmed, Deep Fakes, and Fake News: Understanding Critical Literacy, Now More Than Ever R.J. Lambert: Write or Flight in Extreme Situations: Instability, Creativity, and Healthy Risks Kelly I. Aliano: Performing the Posthuman Professor: The Terrors and Pleasures of Online Teaching Carrie Hall: The Politics of Paying Attention in the COVID- 19 Era Mery F. Diaz/Karen Goodlad/Philip Kreniske: First- Year Transitions in Times of Crisis: Digital Stories of Liminality, Learning, and Connecting Kim Liao: Staring at the Sun: Student Choice in Confronting Traumatic Situations Kimberly Drake: Wildfire Season and Pedagogical Interventions: West Coast Crises Marcel F. Hidalgo-Torres: Toward Homeostasis in Digital Transition: A Community College Writing Center Nicole I. Caswell/Rebecca E. Johnson: Centering Emotion at the Writing Center: An Approach to Tutor Training Michelle Crow/Tamar Gutfeld/Leigh York/Benedetta Carnaghi/Tracy Hamler Carrick: Graduate Writing Support amid Crisis: Write Together at Home Vikki C. Terrile: Faculty Inquiry at the Library: Connecting Social Justice and Information Literacy Meghmala Tarafdar/Sandra Palmer/Denis Bejar/Josephine Pantaleo/Stephen Di Dio: Organizational Resilience in a Community College: Perspectives on Administration During Crisis and Disruption List of Contributors Index.