Abstract
The chapter examines how online delivery of a graduate children's literature class influenced candidates' understandings of culture and culturally-relevant literacy practice. Employing inductive thematic analysis, researchers analyzed student work and reflections on their experiences transacting with high-quality, diverse literature. Analysis led to three primary results illuminating how the shift to online delivery, in conjunction with promoting and supporting access to high-quality diverse literature, influenced candidates' learning and engagement: candidates connected to and affected change in their “place-based” contexts, deepened understandings via interconnectedness and choice, and shifted in pedagogy and perspectives. Descriptions of course design and instructor's problem-solving processes may be particularly relatable to educators seeking insight into effective online teaching and learning.
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