Beyond “Learning Loss:” Literacy Teacher Noticing in a Post-Pandemic World

Abstract

A resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that deserve more visibility especially at this time in the literacy classroom: children’s emotions, children’s funds of knowledge, children’s relationships, and children’s purposes. It provides examples of how teachers might adopt deliberate noticing practices that attend to these domains.

Factors contributing to learning losses among primary school children: a scoping review

“…As for 2022, five articles [17], [18], [23], [26], [30] were related to the topic of the study. In 2023, four articles were found [13], [14], [16], [21] that discuss teacher's support, teacher performance competencies, summer vacation, and parental involvement respectively.…”

“…Meanwhile, nine countries, namely India [25], Nigeria [24], Malaysia [27], United Kingdom [28], Canada [12], Pakistan [29], Finland [26], China [23], and Mexico [30] were recorded with one study for each country. Meanwhile, countries such as Turkey [16], [22] and the United States [13], [17] have conducted two studies for each country. [12] Canada Observation, Interview Parental involvement Aukerman and Aiello [13] United States Literature review Teacher's support Setyowati et al [14] Indonesia Clinical supervision model Teacher performance competencies Visser et al [15] South Africa…”

“…Meanwhile, countries such as Turkey [16], [22] and the United States [13], [17] have conducted two studies for each country. [12] Canada Observation, Interview Parental involvement Aukerman and Aiello [13] United States Literature review Teacher's support Setyowati et al [14] Indonesia Clinical supervision model Teacher performance competencies Visser et al [15] South Africa…”

“…In addition, n=8 studies [12], [17], [18], [20], [21], [24], [27], [30] used interviews and semi-structured interviews as part of the study pertaining to learning losses. Of the 17 qualitative studies, n=3 [13], [16], [19] were conducted using literature search and meta-analysis. Meanwhile, n=3 studies [19], [26], [31] were conducted using experimental research.…”

“…Table 3 shows relevant past studies on learning losses. The educational factor categories [12], [13], [26], [27], [30], [14], [15], [17]- [21], [24] were found to be the most primary aims of the study as there were n=12 articles investigating about it. Next, the category such as the socio-economic factors category [22], [25], [28], and time-related factor category n=3 studies [16], [23], [31] were found to be discussed articles respectively.…”