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Abstract

Two early career literacy and language teacher educators who have digital literacies at the core of their professional and scholarly pursuits share their quest to enhance their online instruction. The authors wanted to identify one new improvement for their online courses in an effort to engage the students and support a more connected learning community. The improvement was instructor-made videos. Once the first video was shared and posted, weekly peer support, the premises of “keeping it simple” and “it does not need to be perfect” seemed to be critical in the implementation of videos for the online instruction. The authors continue to use instructor-created videos in their courses as part of their routine online teaching.

Author Biography

Elena Andrei is an assistant professor of TESOL and TESOL program coordinator at Cleveland State University. Her research interests include second language literacy, teacher education, and non-native English speaking teachers. Her previous professional experience includes being an English as a second language teacher (ESL) and ESL school coordinator in Charlotte, NC and English as a foreign language teacher in her native Romania. Previously to coming to CSU, Elena Andrei was an Assistant Professor of Literacy and Coordinator of the TESOL Graduate Certificate at Coastal Carolina University in Conway, SC. Mary Frances (Molly) Buckley, Ph.D., is an Assistant Professor of Adolescent/Young Adult English Education in the College of Education and Human Services. At CSU, Dr. Buckley teaches courses at the undergraduate and graduate levels including Secondary English Instruction and Assessment, Young Adult Literature, and Content Area Literacy. Dr. Buckley's research agenda includes adolescent literacies, new media and digital literacies, and critical inquiry. Much of her work and research has focused on how adolescents engage new media and digital technologies in their everyday lives in school and how teachers could leverage new media for productive and meaningful literacy learning in classrooms and schools. Other studies have examined the role of responding to student writing, ways of designing meaningful spaces for writing and composition in high school contexts, and pre-service teachers frameworks for literacy and adolescent literacy education during their student teaching internships. Dr. Buckley has presented at numerous national and international professional conferences. Currently, Dr. Buckley is involved in projects related to adolescent writing, digital literacy, English Education, and critical inquiry in university classrooms.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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