Across the globe, students have been away from schools and their teachers, but literacy learning has continued. In many countries, students’ literacy proficiency is often measured via high‐stakes assessment tests. However, such tests do not make visible students’ literacy lives away from formal learning settings, so students are positioned as task responders, rather than as agentive readers and writers. The authors explore the fluidity and diversity of literacy events and practices for students and their teachers observed during the recent period of COVID‐19 lockdown restrictions.

中文翻译：

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封锁期间的读写能力：COVID-19 学校停课期间的学习和教学


在全球范围内，学生已经远离学校和老师，但识字学习仍在继续。在许多国家，学生的读写能力通常通过高风险评估测试来衡量。然而，此类测试并不能在远离正式学习环境的情况下显示学生的读写能力，因此学生被定位为任务响应者，而不是主动的读者和作家。作者探讨了在最近的 COVID-19 封锁限制期间观察到的学生及其教师扫盲活动和实践的流动性和多样性。