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.
Preparing Teachers as Literacy Leaders in a Hybrid Classroom.
Occasional Paper Series,