|
Showing 1 - 2 of
2 matches in All Departments
Part of a mini series of Focus books on COVID-19 in Malaysia, the
chapters in this book address the pandemic's impacts on education
and literacy. Covering a range of teaching and learning challenges
impacting learners and teachers, the contributors highlight the
pervasiveness of the pandemic on Malaysian society and how
Malaysians have found ways to cope. They focus mainly on students'
COVID-19 narratives, digital and health literacy issues, language
and new vocabulary. This is an opportunity to witness how
researchers from multiple disciplines can join forces during
challenging times. There are a great many lessons to be learned
from the successes and failures in responding to the pandemic and
the measures that have been necessary to contain it. A fascinating
read for scholars and educators with an interest in crisis
management in non-Western contexts, especially those with a
particular interest in Malaysia, or Southeast Asia more generally.
The notion of change is central to this book. Across the globe,
there exists a pressing need for transformation in the way teachers
teach, in the manner by which learners learn, and in our approach
towards defining literacy in the 21st century. Historically, the
term 'literacy' has been used to primarily denote reading and
writing abilities, a designation which is today largely considered
both quintessential and overly simplistic. The field of literacy,
like many others within the realm of education, has a tendency to
evolve and shift from one paradigm to another, vacillating between
the demands of globalisation and the implications brought forth by
the advent of new technologies. Reading and writing -
communication, in essence - is happening in very different ways and
via varied avenues; blogs, podcasts, online news, and tablets
coupled with countless applications. Such changes are increasingly
borderless and rapidly accelerating, and are bound to influence the
nature of literacy itself as well as how it is perceived in diverse
contexts in different parts of the world. This calls for a
reorientation with regard to how researchers, educators and
stakeholders view literacy in today's terms.
|
|