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The article outlines the redesign task, the role of faculty with literacy-instruction expertise, and the alignment of new courses with standards from major literacy and educator-preparation organizations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-considerations-vol-48-issue-1-article-4-march-2022-redesigning-literacy-our-story/602087/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-considerations-vol-48-issue-1-article-4-march-2022-redesigning-literacy-our-story/602087.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What major factors drove the redesign of the graduate reading program?","Question",{"text":112,"@type":113},"The curriculum had not evolved as quickly as K-12 literacy instruction, the university moved graduate education to online formats, and the existing curriculum was not meeting candidates’ needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the program originally function when first implemented?",{"text":117,"@type":113},"It emphasized reading and reading assessment with face-to-face, lecture-based classes aligned to instructors’ textbooks, and included an on-campus summer reading clinic with candidates tutoring children.",{"name":119,"@type":110,"acceptedAnswer":120},"What difficulties did distance learners face during the earlier online transition?",{"text":121,"@type":113},"Although web-based tools worked, participation in discussions and in-class activities was limited for meaningful engagement, and students needed proximity to a laptop or microphone to be heard.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602087,1792626360,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 48  Number 1 | Article 4 |\n| --- | --- |\n| March 2022\u003Cbr>Redesigning Literacy: Our Story\u003Cbr>Johannah D. Baugher\u003Cbr>Northwest Missouri State University, [jbaugher@nwmissouri.edu](jbaugher@nwmissouri.edu)\u003Cbr>Victoria Seeger\u003Cbr>Northwest Missouri State University\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Language and Literacy Education Commons, and the Online and Distance Education Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nBaugher, Johannah D. and Seeger, Victoria (2022) \"Redesigning Literacy: Our Story,\" Educational Considerations: Vol. 48: No. 1. [https://doi.org/10.4148/0146-9282.2247](https://doi.org/10.4148/0146-9282.2247)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nRedesigning Literacy: Our Story  \nJohannahD. Baugher and VictoriaN. Seeger  \nIntroduction  \nThe strengths of a program lie in its curriculum and the faculty instructing content for candidates  \nin the program. There are many considerations when proposing changes to courses within a  \ncurriculum and these are multiplied and magnified when decisions are made to change an entire  \nprogram. Three major factors contributed to the redesign of a graduate reading program at a  \nsmall Midwestern university: 1) the curriculum had not evolved as quickly and as often as  \nliteracy content and instruction changed in K-12 schools and districts; 2) the university  \ntransitioned most graduate programs in its School of Education to the online environment; and,  \n3) the current curriculum was not adequately meeting the needs of its candidates.  \nThe authors of this article were instrumental in the redesign of the graduate reading program.  \nThey were tasked with changing the program to meet candidates’ needs in the online learning  \nenvironment, and both were concerned about the content of courses due to very different roles  \nprior to the redesign. As faculty changed in the education department, a new member joined the  \nfaculty who was dedicated to delivery of literacy instruction. Note that this faculty member is  \none of the authors of this article and graduated from the graduate reading program eight years  \nago. The other author has been a faculty member for the past seven years and taught two of the  \ncourses required of candidates prior to graduation from the program. Both contributed heavily to  \ndiscussions about the content for redesigned curriculum. The task was to examine current  \ncourses and implement new ones according to university guidelines and relevant content area  \nstandards including: International Literacy Association (ILA), National Association of Teachers  \nof English (NCTE), International Society for Technology in Education (ISTE), Council for the  \nAccreditation of Educator Preparation (CAEP), and state literacy standards housed within the  \nMissouri Standards for Professional Educators (MoSPE) .  \nHistory of the Graduate Reading Program  \nExamining the history of the graduate reading program proved useful to understand the past  \ndecision-making processes about the curriculum and the evolution of not only the content  \ndelivered, but summative assessment processes determining candidate success (or lack of) prior  \nto graduation.  \nAs initially implemented, the graduate reading program focused on reading and reading  \nassessment. Courses carefully aligned with whatever textbooks were being used by individual  \ninstructors for coursework, and candidates came to campus for what were primarily lecture  \nbased classes that followed the content of the tex","cbCaibp7IP09QlAV","https://ap.wps.com/l/cbCaibp7IP09QlAV","pdf",268445,11,"English","# Introduction\n## History of the Graduate Reading Program\n## Curriculum Redesign Drivers","[{\"question\":\"What major factors drove the redesign of the graduate reading program?\",\"answer\":\"The curriculum had not evolved as quickly as K-12 literacy instruction, the university moved graduate education to online formats, and the existing curriculum was not meeting candidates’ needs.\"},{\"question\":\"How did the program originally function when first implemented?\",\"answer\":\"It emphasized reading and reading assessment with face-to-face, lecture-based classes aligned to instructors’ textbooks, and included an on-campus summer reading clinic with candidates tutoring children.\"},{\"question\":\"What difficulties did distance learners face during the earlier online transition?\",\"answer\":\"Although web-based tools worked, participation in discussions and in-class activities was limited for meaningful engagement, and students needed proximity to a laptop or microphone to be heard.\"}]","Educational Considerations - Vol. 48 - Issue 1 - Article 4 - March 2022 - Redesigning Literacy: Our Story | PDF",1792094006,28]