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.

chapter |8 pages


Towards an Overarching Definition of Global Literacies
ByShea N. Kerkhoff, Hiller A. Spires

section Section I|80 pages

Literacies as a Human Right in all Nations Around the World

chapter 1|33 pages

Geopolitics of Knowledge in Multiliteracies Research

ByLina Trigos-Carrillo, Rebecca Rogers

chapter 2|16 pages

Literacies Made in Brazil

Global and Subaltern Cosmopolitan Literacies
ByMiriam Jorge, Daniel Ferraz

chapter 4|14 pages

The Digital Literacy Divide Across the Rural Lifeworld

From Remote Possibility to Global Connectivity
ByJacqueline Yahn

section Section II|51 pages

Critical Reading and Creation of Multimodal Texts About Global Issues

chapter 5|15 pages

Doing Justice to the Other

Developing Cosmopolitan Dispositions Through Critical-Ethical Pedagogies in Global Literacies Education
BySuzanne S. Choo

chapter 7|16 pages

Storying Climate Change

Discursive Possibilities for Teaching Climate Justice Literacies
ByAlexandra Panos, Michael B. Sherry

section Section III|71 pages

Intercultural Communication and Reciprocal Collaboration with Globally Diverse Others

chapter 8|17 pages

Critical Narratives on Intercultural Communication in Global Literacies Education

ByKristina Copelas, Emily Skaug, Laura Boynton Hauerwas

chapter 9|16 pages

Reaching Beyond Personal Borders to NarrateCross-Cultural Connections

ByLenny Sánchez, Tami Ensor, Katherine Eliana Roberson

chapter 10|17 pages

Our Linguistic Landscape

Preparing Teachers and Students to See, Hear, and Affirm Our Communities
ByMary E. Curran

chapter 11|19 pages

Measuring the Teaching of Global Literacies

ByShea N. Kerkhoff

section Section IV|67 pages

Transformative Action for Social and Environmental Justice that Traverses Borders

chapter 12|15 pages

Rhetoric, Racial Positioning, and Resistance

Asian Americans and the Need for Critical Global Literacies Across Diaspora
ByBetina Hsieh

chapter 13|17 pages

Fostering Climate Crisis Global Literacies in the Classroom

ByEmily Polk, Richard Beach, Allen Webb

chapter 14|15 pages

Community-based, Literacy Makerspaces

Opportunities for Critical Global Literacies
ByLori Czop Assaf

chapter 15|18 pages

Project-Based Inquiry (PBI) Global

Border-Crossing Discourse Within a Collaboration of Students from China and the United States
ByHiller A. Spires, Andrea Gambino, Marie Himes, Lili Wang