In this case study, I describe the ways that I translated analog research methods to digitized methods within a qualitative, exploratory case study designed to support elementary teachers in designing place-conscious Africentric literacy pedagogies in rural Eastern Canada. This shift in methods was prompted by the Research Ethics Board in the Spring of 2020 as the global pandemic began restricting in-person gatherings with research participants. I describe how I used digital methods to support program development and document the interactions and learning within the professional learning activities. I explore the affordances and constraints of these methods as a catalyst for consideration and how these methods might be used in other disciplines in a post-pandemic era. [This content is provided in the format of an e-book.]