Students' social skills and emotional maturity have declined at least somewhat during the coronavirus pandemic, according to most educators who responded to a recent survey. Educators say that in some cases they have observed students withdrawing or acting out.
Educators see gaps in kids' emotional growth due to pandemic. (2022). Eduncaton Week Research Center.
https://www.edweek.org/leadership/educators-see-gaps-in-kids-emotional-growth-due-to-pandemic/2022/02
A recent national report exploresthe impact of the pandemic on the digital divide—the gap between those who have access to devices and connectivity, and those who do not—and its impact on learners. It highlighted several areas that have contributed to the divide—such as a lack of access to devices, limited digital skills, and challenges around engaging pupils online. But it also exposed some of the issues that have occurred because of the divide, likes the disproportionate impact on the learning and wellbeing of the most disadvantaged learners.
Addressing the deepening digital divide. (2022), Oxford University Press.
https://oup.foleon.com/report/digital-divide/cover/
Los Angeles Times, Feb. 16, 2022.
To the editor:
Letter writer Linda Mele Johnson (LA Times, Feb. 11) points out that “rich kids do better on the SAT than poor kids.” A major reason is that “rich kids” do more pleasure reading, because they have far more access to books at home and school.
Studies show that reading more for pleasure (including fiction) results in larger vocabularies, better spelling and better writing. In addition, those who read more know more about literature, history, science and even practical matters. Literacy scholar Jeff McQuillan has argued that pleasure reading is the best way to score well on the SAT, and it is far more effective, economical and pleasant than test prep. It also makes a strong contribution to school and life success. Along with Linda Mele Johnson, I am happy to see the demise of the SAT. Let’s focus instead on investing in libraries and making sure all young readers have plenty of access to books.
Stephen Krashen
Rossier School of Education University of Southern California
Intensive support is needed to help roughly one-third of children in kindergarten through third grade who are not reading at grade level, according to a recent study. For instance, there are first-grade students who do not know the alphabet. While the so-called COVID cohort of students in kindergarten, first and second grade are making progress, they haven’t caught up to where students in those grade levels were performing before schools shut down in March 2020. Fourth and fifth graders seem to have recovered. Learning disruptions such as quarantines and closings significantly impact literacy outcomes, including slow progress. One-to-one tutoring mitigates this issue. Data also shows racial disparities, with Black and Hispanic students in K-2 not making as strong of a comeback as white students and gaps growing larger than they were before the pandemic.
COVID-19 means more students not learning to read. (2021). Amplify.
https://go.info.amplify.com/download-whitepaper-fy21_general_moydata_national_readingresearch
New research shows that
media of all types -- entertainment, social, creative -- has played an
important role in helping kids get through a very tough time. Tweens and teens have been
using entertainment media to keep their connections and their creativity alive
when their worlds are so disrupted. Moreover, they have been using media to
boost their moods, connect with friends, and even learn new things outside of
school. The data in this report reinforces why it's so important to point
kids toward the very best of media, like the shows, games, apps, and books that
engage, inspire, and represent everyone equally. And it also serves as a
reminder that when kids turn to media, they need to enter spaces that are safe,
healthy, and free of hate speech and misinformation. But the data also shows
that no matter how engaging media has been for kids during this time, they're
ready for a return to in-person connections and a more "normal" media
balance.
Rideout,
V., & Robb, M. (2021). The role of media during the pandemic: connection,
creativity, and learning for tweens and teens. Common Sense Media
https://www.commonsensemedia.org/sites/default/files/research/report/8-18-role-of-media-research-report-final-web.pdf
Abstract: Scholars working in the area of children and youth services (CYS) have called for researchers and educators to look to disciplines outside of Library and Information Science (LIS) for inspiration in moving this area of the field forward. In this paper, we explore the opportunities provided by incorporating theoretical approaches and concepts from the fields of childhood studies, learning sciences, and educational technology in three separate special topics courses offered at the University of Kentucky. In these courses, we draw on our knowledge and expertise within fields external to LIS in order to encourage our students to think deeply and critically about how they think about, interact with, and provide services for children and youth. While two of the three courses are not solely focused on children and youth, all include content relevant to CYS professionals. In each section, we highlight the ways in which our different disciplinary expertise influences both the material we teach and the ways in which we teach. We then discuss the commonalities amongst our experiences and the potential that incorporating concepts and theories from these and other disciplines has for broadening CYS curricula more generally.
Barriage, S., DeGiacomo, D., & Gtreenhaigh, S. (2022). Thinkig beyond library and information science: Interdisciplinary inspiration for children and youth services curricula. JELIS, 63(1), 1-18. https://utpjournals.press/doi/abs/10.3138/jelis-2020-0079
This study was conducted to examine the preparation of school librarians around intellectual freedom issues. The pilot study was conducted with school librarian students at three universities. A gap analysis was used by the researchers to measure the gap between prior knowledge about intellectual freedom that students believed they possessed upon entering a school library preparation program and the knowledge they believed they possessed when leaving the school library preparation program. A survey was administered that was divided into the three aspects of self-awareness, education, and willingness to take action. The educational gaps are focused on in this article with recommendations to continue to analyze the data in further publications. Additionally, the researchers provide suggestions for improving school librarians’ preparation in the area of intellectual freedom.
Dawkins, A., & Branyon, A. (2022). Prepared to defend? Results of a gap analysis to measure school librarian students' prior knowledge and learning of intellectual freedom concepts. School Library Research, 46. https://www.utpjournals.press/doi/abs/10.3138/jelis-2021-0046
