Download full text
Download full text
ERIC Number: EJ1167861
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Cultivating Layered Literacies: Developing the Global Child to Become Tomorrow's Global Citizen
Shulsky, Debra D.; Baker, Sheila F.; Chvala, Terry; Willis, Jana M.
International Journal of Development Education and Global Learning, v9 n1 p49-63 2017
Disappearing cultural, political and physical boundaries push humanity beyond a one-community perspective. Global citizenry requires a set of literacies that affect the ability to communicate effectively, think critically and act conscientiously. This challenges educators to consider reframing instructional practices and curricular content. The authors promote a transliterate approach spanning communication platforms, including layered literacies: critical, civic, collaborative, creative, cultural, digital, environmental, financial, and geographical. Promoting layered literacies provides a landscaped view of reality (featuring a depth and breadth of knowledge and understanding that cultivates culturally sensitive communication skills), increases critical thinking and empowers learners as agents of change. The authors advocate for a paradigm from which teachers can construct curriculum, meet the challenges of a global community and cultivate layered literacies.
Descriptors: Global Approach, Citizenship, Teaching Methods, Multiple Literacies, Cultural Awareness, Critical Literacy, Critical Thinking, Change Agents, Social Change, Money Management, Technological Literacy, Curriculum Development, Global Education, Creativity, Cultural Literacy, Elementary Secondary Education, Environmental Education, Geography, Communication Skills
UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: email@example.com; Web site: https://www.ucl-ioe-press.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A