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Remote Literacy Interventions With Children During COVID-19: Understanding the Access, Use, and Effect Factors in the Indian Context
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Author(s): Pradeep Mishra (Research Monitoring and Evaluation, Room to Read, India)and Jannat Fatima Farooqui (Research Monitoring and Evaluation, Room to Read, India)
Copyright: 2023
Pages: 19
Source title:
Shaping Online Spaces Through Online Humanities Curricula
Source Author(s)/Editor(s): Julie Tatlock (Mount Mary University, USA)
DOI: 10.4018/978-1-6684-4055-1.ch008
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Abstract
The outbreak of COVID-19 pandemic resulted in large-scale educational disruptions for school-going children around the world. India was among the worst hit, as multiple lockdowns put a sizeable percentage of Indian children, out of school which resulted in accumulated learning gaps, particularly for children coming from marginalized socio-economic backgrounds. To confront this learning crisis and curricular deficits, Room to Read India, a global organization working towards a world free of illiteracy and gender inequality, adopted multiple remote literacy interventions to reach out to children from vulnerable families. The study recommends that a blended hybrid mode of education, incorporating both online and offline mediums of learning, is significant in bridging the digital divide for marginalized children, who do not have adequate access or knowledge about digital resources. It was inferred that successful digital learning for children cannot take place in isolation and a dynamic partnership between teachers and parents is essential to reach out to vulnerable children.
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