K-12 online literacy and reading instruction: A descriptive content analysis from 2000-2021

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dc.contributor.advisorValadez, Corinne
dc.contributor.authorHill, Johnathan W
dc.contributor.committeeMemberBruun, Faye
dc.contributor.committeeMemberSpaniol, Frank
dc.creator.orcidhttps://orcid.org/0000-0002-2626-9943en_US
dc.date.accessioned2022-12-06T20:51:28Z
dc.date.available2022-12-06T20:51:28Z
dc.date.issued2022-07-06
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum & Instruction from Texas A&M University-Corpus Christi in Corpus Christi, Texas.en_US
dc.description.abstractOnline literacy learning is still a relatively new field, however, with the advent of the COVID-19 pandemic in 2020, online learning became the primary mode of instruction for millions of students in public, charter, and private schools. This descriptive content analysis seeks to identify trends within the field of online literacy instruction from 2000 to 2021, contextual occurrences and some of the similarities and differences in the literature intended for academic audiences and the literature intended for practitioners. The articles for this content analysis were gathered from the Education Information Resource Center (ERIC) database and the Teacher Resource Center (TRC) database. 59 articles were identified as pertaining to the sample and were analyzed. Results found that within the 59 articles, those intended for academics outweighed those intended for practitioners and that the highest concentration of articles came from the end of the proposed timespan. Some differences between the articles intended for academics and practitioners were the ways the various articles addressed and were coded for student autonomy, transactional distance, and literacy instructional focus areas. The results of the content analysis revealed that there is lack of theoretical consistency within the research being produced for both academics and practitioners and there is a distinct lack of the transactional distance and systems theories, both of which underpin and are vital to the success of online literacy learning.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent117 pagesen_US
dc.identifier1969.6/1139
dc.identifier.urihttps://hdl.handle.net/1969.6/94534
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectcontent analysisen_US
dc.subjectdistanceen_US
dc.subjectliteracyen_US
dc.subjectonlineen_US
dc.subjectonline literacy instructionen_US
dc.subjectreadingen_US
dc.titleK-12 online literacy and reading instruction: A descriptive content analysis from 2000-2021en_US
dc.typeTexten_US
dc.type.genreDissertation
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineCurriculum & Instruction Programen_US
thesis.degree.grantorTexas A & M University--Corpus Christi
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US

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