Leads: Bethany Silva and Alecia Magnifico
Abstract: To participate in contemporary life, students must learn to effectively navigate and create online information. In response to that need, even before COVID-19, New Hampshire had written state standards addressing the importance of teaching digital literacies. The onset of the pandemic, however, forced districts to quickly implement remote learning. This rapid shift to digital tools and teaching methods has revealed significant inequities in access to, resources for, and knowledge of digital literacies in our state — factors that will limit educational opportunity for many students. In response, the TILDE project will look across K16 education to investigate how K12 and college educators transitioned to remote learning. A team of university researchers and K16 educators will examine relationships among digital tools, remote learning, digital literacy curricula, and systemic inequities by co-designing and administering surveys and focus groups. We will pilot these instruments and collaboratively review and analyze these data to develop initial practical, actionable recommendations for state policy and teachers’ professional learning to enact more equitable implementation.