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From 'Business as Usual' to 'Business Unusual': Online Academic Literacy Development for Education Students during the COVID-19 Pandemic

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Title: From 'Business as Usual' to 'Business Unusual': Online Academic Literacy Development for Education Students during the COVID-19 Pandemic
Language: English
Authors: Halima Namakula (ORCID 0000-0001-9896-7639), Emure Kadenge (ORCID 0000-0001-6348-4442), Sarah Blessed-Sayah (ORCID 0000-0001-6882-2260)
Source: Perspectives in Education. 2023 41(3):50-63.
Availability: University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Laboratories, Writing (Composition), Electronic Learning, Educational Change, Literacy, Foreign Countries, Administrators, Administrator Attitudes, Tutors, Undergraduate Students, Graduate Students, Student Attitudes, Peer Teaching
Geographic Terms: South Africa
DOI: 10.38140/pie.v41i3.6783
ISSN: 0258-2236
2519-593X
Abstract: The COVID-19 pandemic brought about restrictions on physical interactions, which in many ways changed how we live and work. Due to these restrictions, writing centres at universities and other educational institutions around the world had to transition from traditional ways of supporting students to online or remote methods. To save the academic year, Wits University's teaching and learning and other student support programmes, including the Wits School of Education Writing Centre (WSoE WC), were compelled to adopt Emergency Remote Teaching and Learning (ERTL). Transitioning to ERTL meant reimagining student support in an online mode. This paper explores how the WSoE WC transitioned from face-to-face student consultations to offering online academic literacy support and development. The paper highlights the adaptation process in the transition, particularly how the WSoE WC dealt with the varying complexities accompanying ERTL. The main question guiding this exploration is: How did the WSoE WC negotiate the move to online academic literacy support and development during the COVID-19 pandemic? Data were collected through semi-structured interviews with the director of the WSoE WC, who steered the adoption of the online mode and the peer tutors who worked directly with students online. The findings show that transitioning to the online mode during ERTL was difficult and complex. However, collective and individual agency enabled continued student academic literacy support despite disruption and change. This paper contributes to the ongoing conversation around the role of writing centres at universities in South Africa and beyond, particularly during disruptions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1409542
Database: ERIC
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  Data: From 'Business as Usual' to 'Business Unusual': Online Academic Literacy Development for Education Students during the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Halima+Namakula%22">Halima Namakula</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9896-7639">0000-0001-9896-7639</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emure+Kadenge%22">Emure Kadenge</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6348-4442">0000-0001-6348-4442</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Blessed-Sayah%22">Sarah Blessed-Sayah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6882-2260">0000-0001-6882-2260</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Perspectives+in+Education%22"><i>Perspectives in Education</i></searchLink>. 2023 41(3):50-63.
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  Data: University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
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  Data: Y
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  Data: 14
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratories%22">Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.38140/pie.v41i3.6783
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  Data: 0258-2236<br />2519-593X
– Name: Abstract
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  Data: The COVID-19 pandemic brought about restrictions on physical interactions, which in many ways changed how we live and work. Due to these restrictions, writing centres at universities and other educational institutions around the world had to transition from traditional ways of supporting students to online or remote methods. To save the academic year, Wits University's teaching and learning and other student support programmes, including the Wits School of Education Writing Centre (WSoE WC), were compelled to adopt Emergency Remote Teaching and Learning (ERTL). Transitioning to ERTL meant reimagining student support in an online mode. This paper explores how the WSoE WC transitioned from face-to-face student consultations to offering online academic literacy support and development. The paper highlights the adaptation process in the transition, particularly how the WSoE WC dealt with the varying complexities accompanying ERTL. The main question guiding this exploration is: How did the WSoE WC negotiate the move to online academic literacy support and development during the COVID-19 pandemic? Data were collected through semi-structured interviews with the director of the WSoE WC, who steered the adoption of the online mode and the peer tutors who worked directly with students online. The findings show that transitioning to the online mode during ERTL was difficult and complex. However, collective and individual agency enabled continued student academic literacy support despite disruption and change. This paper contributes to the ongoing conversation around the role of writing centres at universities in South Africa and beyond, particularly during disruptions.
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  Data: 2024
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        Value: 10.38140/pie.v41i3.6783
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      – Text: English
    PhysicalDescription:
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        PageCount: 14
        StartPage: 50
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Laboratories
        Type: general
      – SubjectFull: Writing (Composition)
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Educational Change
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      – SubjectFull: Administrators
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Tutors
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Graduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Peer Teaching
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      – SubjectFull: South Africa
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      – TitleFull: From 'Business as Usual' to 'Business Unusual': Online Academic Literacy Development for Education Students during the COVID-19 Pandemic
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