Literacy Lives In Transcultural Times

Combining language research with digital, multimodal, and critical literacy, this book uniquely positions issues of transcultural spaces and cosmopolitan identities across an array of contexts. Studies of everyday diasporic practices across places, spaces, and people’s stories provide authentic pictures of people living in and with diversity. Its distinctive contribution is a framework to relate observation and analysis of these flows to language development, communication, and meaning making. Each chapter invites readers to reflect on the dynamism and complexity of spaces and contexts in an age of increasing mobility, political upheaval, economic instabilities, and online/offline landscapes.

Combining language research with digital, multimodal, and critical literacy, this book uniquely positions issues of transcultural spaces and cosmopolitan identities across an array of contexts. Studies of everyday diasporic practices across places, spaces, and people’s stories provide authentic pictures of people living in and with diversity. Its distinctive contribution is a framework to relate observation and analysis of these flows to language development, communication, and meaning making. Each chapter invites readers to reflect on the dynamism and complexity of spaces and contexts in an age of increasing mobility, political upheaval, economic instabilities, and online/offline landscapes.

In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students’ learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method. Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including: Diverse student populations and sociocultural perspectives on reading development Digital innovation, literacies, and platforms Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process New methods for researching reading instruction, with attention to equity, inclusion, and education policies Language development and reading comprehension Instructional practices to promote reading development and comprehension for diverse groups of readers Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.

Canada is more diverse than ever before, and the application of transcultural literacies in Canadian classrooms is needed for the successful growth of students and teachers alike. In this edited volume, world-renowned educators offer unique perspectives on the impact of race, culture, and identity in the classroom. With an interdisciplinary approach, this book investigates not only how teachers can design learning spaces to accommodate diverse students, but also how they can build literacy programs to complement and further develop the varied strengths, skills, and experiences of those students. Educators will learn to better understand the trajectories of immigration: how immigrant students often enter the classroom after living in multiple places, acquiring several languages, and forming memories of places that are different from Canadian socio-cultural and geographic landscapes. Examining the roles of both teachers and students in transcultural language learning, this text will benefit students in teacher education programs and in graduate-level education studies that focus on language and literacy, diversity, and global citizenship.

This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students’ diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.

This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.

Pushing forward research on emerging literacies and theoretical orientations, this book follows students from different tracks of high school English in a "failing" U.S. public school through their first two years in universities, colleges, and jobs. Analytical and methodological tools from new literacy and mobility studies are employed to investigate relations among patterns of movement and literacy practices across educational institutions, neighborhoods, cultures, and national borders. By following research participants’ trajectories in and across scenes of literacy in school, college, home, online, in transit, and elsewhere, the work illustrates how students help constitute and connect one scene of literacy with others in their daily lives; how their mobile literacies produce, maintain, and disrupt social relations and identities with respect to race, gender, class, language, and nationality; and how they draw upon multiple literacies and linguistic resources to accommodate, resist, and transform dominant discourses.

An approach to literacy that understands it as lived and experienced in the everyday across varied spaces and populations. This book approaches literacy as lived and experienced in the everyday. A living literacies approach draws not only on such official, schooled activities as reading, writing, speaking, and listening but also on such routine, tacit activities as scrolling through Instagram, watching news footage, and listening to music. It goes beyond well-worn framings of literacy as an object of study to reimagine literacy as constantly in motion, vital, and dynamic, filled with affective intensities. A lived literacies approach implies a turn to activism, to hopeful practice, and to creativity. The authors examine literacies through a series of active verbs: seeing, disrupting, hoping, knowing, creating, and making. Case studies—ranging from an exploration of photography as a way to shift perspectives to a project in which adults teach young people how to fish—show lived literacies in both theory and practice. With these chapters, the authors position literacy differently. They make it possible to see literacy in everyday activities, woven into the modes of seeing and knowing. By disruption and activism, literacy can encompass a wide array of practices—exchanging information at a school gate or making a collage. Grounding theory in the sites and spaces of their research, working with artists, photographers, poets, and makers, the authors issue a call to action for literacy education.