In this volume, renowned literacy and language education scholars who have shaped policy and practice aimed toward social justice and equity address current intellectual and practical issues in the teaching of literacy in classrooms and educational environments across diverse and international settings. Drawn from talks that were presented live and hosted by Global Conversations in Literacy Research (GCLR), an online open-access critical literacy project, this book provides access, in edited written form, to these scholars’ critically and historically situated talks. Bringing together talks on diverse topics—including digital and media literacy, video games, critical literacy, and ESOL—Albers preserves the scholars’ critical discourses to engage readers in the conversation. Offering a broad and expansive understanding of what literacy has to offer for scholars, teachers, and students, this book demonstrates the importance of positioning literacy as a social practice and brings critical literacy to a global audience.
"This text is a ‘must have’ for any literacy researcher, scholar, and student interested in critical literacy, digital literacy, and teacher professional development in global contexts. Each chapter offers cutting edge perspectives and insights from esteemed literacy researchers and theorists from around the world."
--Amy Seely Flint, University of Louisville, USA
"This is an outstanding text for a course focusing on socio-cultural aspects of language and literacy learning. The talks feature renowned literacy scholars who share cutting-edge research on topics such as critical literacy, digital literacies, multimodal learning, and more. Grounded in critical literacies and sociocultural perspectives, the variety of perspectives in this text will help students and scholars of language and literacy gain broader insight into current issues of importance within the field across global contexts."
--Peggy Semingson, The University of Texas at Arlington, USA
Chapter 1 Critical Literacy, School Improvement, and the Four Resources Model
Chapter 2 What Do We Mean By Literacy Now: Critical Curricular Implications
Jerome C. Harste Vivian Vasquez
Chapter 3 Doing Critical Literacy
Chapter 4 Towards an Ecologically-Valid, Scientifically Rigorous, Theory of Learning-To-Read
Chapter 5 Exploring Literacy and Identity at Multiple Timescales
Chapter 6 Ethically Based Literacy Assessment Within a New Literacy Framework
Chapter 7 How Affordances of Digital Tool Use Foster Critical Literacy
Chapter 8 New Mobile Literacies
Chapter 9 Constructing the Child at Play: From the Schooled Child to Technotoddlers and Back Again
Chapter 10 Young Children’s Online Practices: Past, Present and Future
Chapter 11 Books and Games
James Paul Gee
Chapter 12 Living in a Digital World: Literacy, Learning, and Videogames
Chapter 13 (Im)Material Girls Living in (im)material Worlds: Identity Curation Through Time and Space
Chapter 14 Identity, Investment, and Multilingual Literacy (in a Digital World)
Chapter 15 A Critical Untangling of Adolescents’ Literacy Practices and Popular Culture