ABSTRACT
The contributors to this volume argue that not only is there a continuing need for critically literate citizens in the face of changing economies, policies, and technologies, but that scholars need to expand the focus of contemporary critical literacy by attending to the embodied and sociomaterial dimensions of critical literacy as well as those literacies related to globalization and digital media. In doing so, some authors specifically critique the policies that standardize knowledge and create structural barriers to critical literacy, extending earlier scholarship on critical literacy and acknowledging that, despite its “verbo and logo-centric” foundations (Johnson & Vasudevan, this volume), critical literacy has always included attention to multiple modes and lived experiences.
