OPPORTUNITIES
AHEAD
FROM THE
GUEST EDITOR
he COVID-19 pandemic will be viewed
as one of the most life-altering events
of our lifetime. In the blink of an eye,
life as we knew it changed and the
world grappled with those changes.
There was true uncertainty as families,
communities, and individuals made
meaning of the pandemic’s impact.
Among the most evident changes
was seen in schools and educational
systems, which pivoted to determine
what was best for students, teachers,
and families.
This issue of Literacy Today
explores some of the ways that the
COVID-19 pandemic impacted the
world through the lens of literacy. The
pandemic brought into question issues
of equity in literacy instruction and
resources, the reimagining of what
literacy instruction could look like in
a digital world, and the ways in which
teachers are prepared to teach literacy
instruction to diverse populations
of students.
What can be seen as great beauty,
in a not so beautiful situation, is the
endless possibilities in thinking
about how to trudge forward and
create equitable literacy outcomes
for students and communities, while
holding true to foundations and
exploring multimodal methods to
address inequities and disparities.
The lessons learned from the pandemic
are a call for deep reflection and
prioritization around literacy
outcomes for students—not just
in terms of scores, standards, and
competencies, but in terms of lifelong
skills that will empower students,
teachers, and communities to build
and be the best versions of themselves.
What is true is that most things can
be what they have always been while
evolving in new and creative ways. Over
time, theories around literacy practices
and practical application have evolved.
Post-COVID, there is a greater charge to
learn and grow.
Eugene Pringle Jr.
(pringlee@cookman.edu) is
the director of the School
of Education at Bethune-
Cookman University in
Florida. A 2019 ILA 30
Under 30 honoree, he is the
guest editor of this issue of
Literacy Today.
—Eugene Pringle Jr.
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literacyworldwide.org | July/August/September 2022 | LITERACY TODAY