ABSTRACT
Digital technologies require literacy educators to move from a unique focus on print-based literacies towards the integration of New Literacies across the K--–12 curriculum. Technologies such as digital video enable student collaboration, inquiry, communication, and sharing in-between classroom, community, and global contexts. The ability to negotiate difference on screens and face-to-face thus becomes ever more compelling. This chapter draws on theories related to global literacies, New Literacies, critical perspectives, and youth literacies, which are applied to video production, teacher education, and in-service professional development. To theorize video production as a global literacies practice, this chapter discusses examples of the video making experiences of: (a) racialized Somali-Canadian, Muslim, female YouTubers; (b) teacher candidates in an integrated elementary language arts/arts course; and (c) practicing educators at a digital literacies institute. The chapter provokes thought around creating educational spaces to promote more equitable social relations, and further expands what counts as literacy in our networked world.
