The wide-ranging disruptions of the COVID-19 pandemic altered the
experiences of place, technology, time, and school for students. This
book explores how students’ responses to these extraordinary times
shaped their identities as learners and writers, as well as their
perceptions of education. This book traces the voices of a diverse
group of university students, from first-year to doctoral students,
over the first two years of the pandemic. Students discussed the
effects of having their homes forced to serve as classrooms, work, and
living spaces, as they also navigated much of school and life through
their digital screens. The affective and embodied experiences of this
disruption and uncertainty, and the memories and narratives
constructed from those experiences, challenged and remade students’
relationships with place, digital media, and school itself.
Understanding students’ perceptions of these times has implications
for imagining innovative and empathetic approaches to literacy and
learning going forward. In a time when disruptions, including but not
limited to the pandemic, continue to ripple and resonate through
education and culture, this book provides important insights for
researchers and teachers in literacy and writing studies, education,
media studies, and any seeking a better understanding of students and
learning in this precarious age. 2025 recipient of the Divergent
Publication Award for Excellence in Literacy in a Digital Age Research
from the Initiative for Literacy in a Digital Age
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Produktdetaljer
ISBN
9781040049976
Publisert
2024
Utgave
1. utgave
Utgiver
Vendor
Routledge
Språk
Product language
Engelsk
Format
Product format
Digital bok
Forfatter