Affiliation:
1. The University of Tennessee, Knoxville, USA
Abstract
In this chapter, the author/researcher details the ways in which an in-person literacy assessment course had to be reshaped as a virtual course. This ethnographic account includes examples from the 2020-2022 time period and shares particular design features and ingredients necessary for what is termed an instructional “encounter.” In addition, the author/researcher notes the social and emotional needs of the time and the ways in which the course allowed for the continuation of literacy instruction for elementary students.