Preparing Globally Minded Literacy Teachers: Knowledge, Practices, and Case Studies, 1st Edition (Paperback) book cover

Preparing Globally Minded Literacy Teachers

Knowledge, Practices, and Case Studies, 1st Edition

Edited by Jan Lacina, Robin Griffith


264 pages | 24 B/W Illus.

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Paperback: 9780367027865
pub: 2019-12-10
Available for pre-order. Item will ship after 10th December 2019
Hardback: 9780367027841
pub: 2019-12-10
Available for pre-order. Item will ship after 10th December 2019

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This textbook brings together internationally renowned scholars to provide an overview of print and digital literacy instruction for pre-service teachers and teacher educators. It examines historical and cultural contexts of literacy practices around the globe, and addresses issues that teachers need to consider as they teach children from diverse world cultures, languages, and backgrounds.

Organized into three Parts—Early Literacy, Adolescent Literacy, and Case Studies, the text highlights key practices around the world to provide literacy educators and students with a broader view of effective practices as well as strategies for overcoming challenges faced by literacy educators worldwide . The global case studies present complex issues and allow readers to discuss what it means to be globally minded, as well as how to implement best practices in literacy instruction. All chapters include consistent elements for ease of use, such as vignettes, historical and cultural contexts, implications for future research, and discussion questions.

Grounded in current research and theory, this book is designed for foundational courses in literacy education and literacy methods, as well as courses in comparative and multicultural education.

Table of Contents


James Hoffman, University of Texas at Austin.

Chapter 1: Introduction: A Global Perspective to Literacy Teaching and Learning


Jan Lacina, College of Education, Texas Christian University

Robin Griffith, College of Education, Texas Christian University

Chapter 2: Reading Recovery: Transcending Global Boundaries


Celeste C. Bates, Clemson University Reading Recovery

Connie Briggs, Reading Recovery, Texas Woman’s University

Mary Anne Doyle, Neag School at the University of Connecticut

Annette Torres-Elias, Reading Recovery/Descubriendo la Lectura, Texas Woman’s University

Allyson Matczuk, Western Canadian Institute of Reading Recovery

Julia Douetil, International Literacy Centre at the University College London Institute of Education

Jamie Lipp, Reading Recovery, Ohio State University

Chapter 3: Early Literacy in Australia: Teaching Teachers to Grow Children’s Global Mindedness Through Multimodal Text Production


Beryl Exley, School of Education and Professional Studies, Griffith University

Linda-Dianne Willis, School of Education, The University of Queensland

Frances Hoyte, School of Education and Professional Studies, Griffith University

Chapter 4: A Bridge over Troubled Waters: Safe Cross-cultural Passages with Global Children’s Literature


Sherron Killingsworth Roberts, Robert N. Heintzelman Literature Scholar, University of Central Florida

Patricia A. Crawford, University of Pittsburgh

Chapter 5: Digital Literacies in the UK: Creating, Navigating and Curating Content


Natalia Kucirkova, University of Stavanger

John Potter, University College London

Chapter 6: Improving Early Grade Literacy: Implementation of Mother Tongue Instruction Policy in Kenya


Evelyn Jepkemei, World University Service of Canada, Kenya Advisor

Chapter 7: Critical Literacy in South Africa: Tracking the Chameleon


Ana Ferreira, University of the Witwatersrand

Chapter 8: Becoming a Proficient Reader in Taiwan


Hwa-Wei Ko, Graduate Institute of Learning and Instruction, National Central University

Chapter 9: Becoming A Proficient Writer in New Zealand’s Primary Schools


Murray Gadd, The University of Auckland

Chapter 10: Visible Learning for Adolescents in the USA


Joanna Schaefer, The University of Utah

Nancy Frey, San Diego State University

Douglas Fisher, San Diego State University

Chapter 11: Digital Literacies in Canada


Cheryl McLean, Brock University

Jennifer Rowsell, Rutgers USA

Chapter 12: Teaching to Read in English using Annotations in a High-stakes Testing Context: A Case of Korean High School Students


Soyoung Lee, Konkuk University

Chapter 13: Teaching Language, Literacy and Content in a Mexico City Third Grade Classroom: A Case Study


Ann Ebe, Mexico City

Chapter 14: Mensajes de los abuelitos: Multimodal Zapotec literacy development via the assertion of local ontologies and community-based xkialnana (knowledge) in Oaxaca, México: A Case Study


Steve Daniel Przymus, Texas Christian University

Felipe Ruiz Jiménez, Escuela Primaria Intercultural Bilingüe: Ramón López Velarde

Virgilia Pérez García, Escuela Primaria Intercultural Bilingüe: Luz y Progreso

Chapter 15: Literacy Learning in UAE: A Case for Exploration: NorthStar International School, United Arab Emirates


Fatima Hasan Bailey, Zayed University

Chapter 16: Literacy Learning in Spain


Marta Larragueta, Universidad Camillo José Cela, Madrid

Lorena de Poza Gutiérrez, Universidad Camilo José Cela, Madrid

About the Editors

Jan Lacina is Professor of Literacy in the College of Education at Texas Christian University, USA.

Robin Griffith is Associate Professor of Literacy in the College of Education at Texas Christian University, USA.

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Non-Formal Education