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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.
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