Language Arts - Volume 100, Issue 1, 2022

Teacher educators and collaborators created a virtual yearlong humanizing professional learning community (HPLC) for practicing educators in an urban school district during the pandemic.

During the COVID-19 pandemic, when educators and guardians/parents collaborated as community compañeres, they supported literacy learning experiences that honored children’s home lives.

Situated within sociocultural theories of literacy and a new literacies framework, this study uses multimodal composing snapshots to examine how grade 3 students collaboratively wrote in a completely online environment during a global pandemic.

This article considers how literacy leaders can support the work of collaborative multimodal composition within their learning communities.

Vignettes of practice from pandemic-related remote teaching highlight moving beyond initial disequilibrium to humanizing digital pedagogy and surprising discoveries about the persistent need to connect.

Middle school science students participate in academic discourse centered around relevant and current controversial topics. Students engage in critical thinking and develop active listening skills.

We invited a classroom teacher and two teacher educators to share digital tools and their thoughts on responsive teaching in online and/or blended learning.

In this article, we share lessons from an intergenerational storytelling series designed to offer a space of safety, trust, and healing during a period marked by heightened anti-Asian xenophobia.