Date of Award
2024
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
English
First Advisor
Katie Owens-Murphy
Second Advisor
Erin Fitzgerald
Third Advisor
Jason Price
Abstract
This project uses a mixed methods approach to study the impact of COVID-19 on faculty and students in the English college classroom. Research indicates that COVID-19 correlates with changes in students’ academic performance, but there is a need for research concerning how to approach these changes in the English classroom through critical reading practices. “Critical reading” is complex to define and even more challenging to exemplify or illustrate. Critical reading practices are often the center of the college English classroom, but with changing technology and a cultural shift from COVID-19, students now approach critical reading differently. The purpose of this research is to determine effective pedagogical approaches that can be implemented in the college English classroom to address a post-pandemic student population. This project offers insights that can guide faculty in adjusting their teaching practices in a post-pandemic literature classroom.
Recommended Citation
London, McKenzie, "Critical Reading Pedagogical Approaches to College Literature in a Post-Pandemic" (2024). Theses. 9.
https://roar.una.edu/theses/9
