ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses on the ways in which learning is an affective and embodied process emerging in a particular place. It introduces the worldmakings flowing from a series of collaborative encounters among educators. The book briefly outlines the historical trajectories of literacy as they relate to the contemporary needs of a global 21st century classroom. It explores the importance of various literacy instructional approaches accumulated through the time and commitment of dedicated educators and scholars. The book offers and animates another layer of possibility: a posthuman approach to literacy pedagogy. It also introduces a number of concepts that are key to thinking with posthumanism in literacy learning. Posthumanism understands living and learning as ways of being and doing and ways of knowing with the world.
