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This book offers critical perspectives on global literacies,
connecting research, theory, and practice. An emerging concept in
the literacy field, many scholars agree on the need for students to
develop global literacies, yet few agree on a widely accepted
definition. Based on a synthesis of the literature, the editors
formulate a definition of global literacies with four dimensions,
including: literacy as a human right in all nations around the
world; critical reading and creation of multimodal texts about
global issues; intercultural communication and reciprocal
collaboration with globally diverse others; and transformative
action for social and environmental justice that traverses borders.
Taking this shared, proposed definition as a starting point, the
chapters then offer contextualized examples of global literacies
from K-12 and teacher education classrooms to make explicit links
between research and practice. The contributors interact with and
interrogate the book’s definition of global literacies using a
common framework of critical theory. As such, this book provides
both emerging and established scholars with critical frameworks for
positioning global literacies in ways that are relevant, dynamic,
and forward thinking.
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