Choice And Agency Drive Educators’ Engagement In Online Literacy Course

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Choice and agency drive educators’ engagement in online literacy course

By McKenzie Rabenn and Pamela Beck

August 2024

Many teachers have strong beliefs about the way literacy should be taught, despite what the research shows about how students learn best. If an educator’s existing beliefs about literacy clash with updated instructional understandings and methods about the science of reading, there’s a likelihood that teachers may resist embracing change and filter out new learning, regardless of its strong research base. However, our recent study indicated the potential for overcoming initial resistance when professional learning incorporates certain design principles (Rabenn, 2023). The qualitative study focused on teachers’ experiences with a mandated science of reading self-paced online course to examine teachers’ level of engagement and buy-in. The course was designed for K-3 teachers and included 15 hours of content over six modules to be completed at

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McKenzie Rabenn

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McKenzie Rabenn's (meweber417@gmail.com) career in elementary education spans across the Midwest, culminating in the recent attainment of a Ph.D. in Teaching and Learning from the University of North Dakota (UND). She is an adjunct professor in Teacher Education Departments at various Wisconsin universities. Dr. Rabenn's research interests include online learning, teacher professional development, children's literature, and rural education.