Narrating Global Literacies: Crossing Borders of Exclusion During a Time of Crisis

Ensor, Tami

doi:10.1177/1086296x211009288

Cited by 3 publications

(2 citation statements)

References 34 publications

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“…In other studies in this group children are encouraged to recalibrate their relations with the world through literacy activity. Sanchez and Ensor (2021) describe how online story exchanges were used to enable children to connect across the globe while Hajisoteriou et al (2021) for example describe how children were invited to engage in a process of 'world making' through collaborative storytelling about social justice and sustainability. Such work articulates with previous work on critical literacy and/or critical pedagogy (e.g.…”

Section: Literacy and Power (15 Articles)mentioning

confidence: 99%

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

Burnett¹

2022

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.

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Section: Literacy and Power (15 Articles)mentioning

confidence: 99%

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

Burnett¹

2022

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“…Literacy is not only focused on the linguistic factor but also the social issues that are delivered Because of the global citizens with high social and technological media engagement, students in the EFL classes must be exposed to high critical and creative literacy learning tasks inside and/or outside the classroom. Also, the importance of CCL skills across the subject matters at higher education is due to the rapid global change and high global competitiveness (Kiosses, 2019;Sánchez & Ensor, 2021), which need adaptability to solve any problems in their work fields in the future and academic tasks completion. Consequently, a high exposure frequency (Arfah & Zamzam, 2017) to the argumentative writing course using various technological media and integrative critical reading tasks should be exposed to the students before and after joining the face-to-face meeting.…”

Section: Introductionmentioning

confidence: 99%

Critical and Creative Literacy in Argumentative Writing Course: Students’ Needs

Zamzam,

Padmadewi,

Artini

et al. 2024

Intl. J. Rel.

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Critical and creative literacy (CCL) is crucial for students as it focuses on critical and creative thinking processes and the object of what to think in balance concern. While many teaching models might integrate critical literacy in teaching English, its practical implementation in argumentative writing course is not well-explored. In an argumentative writing course, critical reading tasks of argumentative writing models can facilitate the thinking process and their English development for constructing a new one with a localized issues for contextualized the learning. Therefore, this study aimed to explore the students' learning needs to improve their CCL level as well as their argumentative writing skills development. The study involved 124 university students from four universities in Lombok, Indonesia, using a survey-style research design. Data was collected through questionnaires and in-depth interviews and analyzed qualitatively with a five-Likert scale analysis method. The analysis revealed significant gaps between the current and desired conditions of students' CCL skills integrated into the argumentative writing course, indicating high needs. The results of the needs analysis could be used to develop a conceptual framework for promoting CCL integration into the course.

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Stepping Beyond the Shadow to Engage a Globalized World

Ensor¹

2023

Talking Points

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Narrating Global Literacies: Crossing Borders of Exclusion During a Time of Crisis

Cited by 3 publications

References 34 publications

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

Critical and Creative Literacy in Argumentative Writing Course: Students’ Needs

Stepping Beyond the Shadow to Engage a Globalized World

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