ABSTRACT
This book offers critical perspectives on global literacies, connecting research, theory, and practice. An emerging concept in the literacy field, many scholars agree on the need for students to develop global literacies, yet few agree on a widely accepted definition. Based on a synthesis of the literature, the editors formulate a definition of global literacies with four dimensions, including: literacy as a human right in all nations around the world; critical reading and creation of multimodal texts about global issues; intercultural communication and reciprocal collaboration with globally diverse others; and transformative action for social and environmental justice that traverses borders. Taking this shared, proposed definition as a starting point, the chapters then offer contextualized examples of global literacies from K-12 and teacher education classrooms to make explicit links between research and practice. The contributors interact with and interrogate the book’s definition of global literacies using a common framework of critical theory. As such, this book provides both emerging and established scholars with critical frameworks for positioning global literacies in ways that are relevant, dynamic, and forward thinking.
TABLE OF CONTENTS
section Section I|80 pages
Literacies as a Human Right in all Nations Around the World
chapter 4|14 pages
The Digital Literacy Divide Across the Rural Lifeworld
section Section II|51 pages
Critical Reading and Creation of Multimodal Texts About Global Issues
chapter 5|15 pages
Doing Justice to the Other
chapter 7|16 pages
Storying Climate Change
section Section III|71 pages
Intercultural Communication and Reciprocal Collaboration with Globally Diverse Others
chapter 10|17 pages
Our Linguistic Landscape
section Section IV|67 pages
Transformative Action for Social and Environmental Justice that Traverses Borders