ABSTRACT

This chapter offers a systematic comparison of six Malaysian-based projects which were conducted across more than one decade (2006–2020) in two different continents. The rationale for this comparison is to produce a critical review of research projects that examined the literacy lives of Malaysian students from primary to higher learning levels. The contrast is performed across aspects of participant selection, research methodology, findings and implications of the research projects, This chapter argues that although obvious focal points relating to new literacies and new mediums need to be acknowledged and require new theorisation, it is the challenge in broadening the definition of reading to become meaning-making that is most needed in the Malaysian context. This chapter suggests a number of centripetal ways in which the challenge can be overcome, contributing therefore to a slice of the Asian perspective to being literate. From here, a Framework for Respect in Literacy Education (FRiLE) is proposed so that policy can begin to shift.