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Abstract

The author describes and analyzes how she developed a course (Literacy in the Elementary Grades) in hybrid format—50% online and 50% face-to-face teaching. First, she draws upon two overlapping frameworks in literacy studies—sociocultural theory and new literacy studies to describe the broader theoretical framework that grounds both the course design and the approach to literacy taken with the course. From there, the author provides a detailed analysis of the course, the objectives, overall content and assignments, and how she modified the course to be hybrid.

Author Biography

Tamara Spencer, EdD, is an assistant professor and program director for the Teachers for Tomorrow program at Saint Mary’s College in Moraga, California. Her research analyzes the intersections of curricula and young children's multimodal and multilingual literacy practices. In addition, she has taught in K–3 public schools in Philadelphia, PA, and New York, NY.

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