Global Literacy In the Classroom

Over the past 6 weeks of EDUC 4P27, as a class we have unpacked the meaning of 21^st century literacies. In a number of classes, we examined 9 different literacies in depth using the jigsaw method. First we researched what these literacies actually mean, then we shared our learning with the other groups, and finally using this knowledge we found articles that showed how classrooms are using these literacies.

From this experience, I have gained a deeper understanding of how the literacies can appear in the classroom. As a result, my understanding of the 21^st century literacies has grown. I have previously stated that literacy is defined as the various techniques that individuals use to grasp and understand content. Now, I recognize that it is the teacher’s obligation to create an inclusive atmosphere for all their students that allow them to link personal experience with the social world around them (Berger, Die & Forgette-Giroux, 2009).   

The literacy that I examined in depth was global literacy. Global literacy covers topics including the ecosystem, the economy, and world history (Mundy & Manion, 2014; Niens & Reilly, 2012). In this literacy, teachers are expected to educate their students to be aware of how their decisions make an impact on the world around them, as well as having the students acknowledge and respond to the diversity within their classroom (Guo, 2014).

As a teacher candidate I believe to accomplish global literacy requires me to challenge my students to think critically and go beyond what they see and read. An idea that I think would really help my students to develop global literacy is a social justice journal. Each week a question, article, or a quote from the news would be provided. Depending on the grade, I would also have my students help me to research about what topics they would like to discover in the news. Then in the journals, the students would be required throughout the week to respond in their journals with their initial reactions and thoughts. The students could respond in a variety of ways to allow freedom of expression. Using the social justice journals can also be used as a metaphorical ‘spring board’ to connect to other curriculum strands such as geography, social studies, language arts, science and math. The various other curriculum strands explored would depend on the news topic, but there is an opportunity to connect the topics together.

By incorporating multiple strands of the curriculum together creates an integrated curriculum classroom. As discussed in the EDUC 4P27 course, integrated curriculum is when concepts from different disciplines are integrated as a whole. As examined, the advantage of incorporating this pedagogy into the classroom allows contextualization that is relevant to the learners while still accomplishing the Ministry of Education requirements. It also allows the teacher to tailor the classroom to the specific needs to each student, creating an atmosphere suitable for all students’ learning. Recently the B.C. Ministry of Education has decided to change their curriculum similar to what I have just described.

References:

Berger, M. J., Die, G. S., & Forgette-Giroux, R. (2009). Literacy, diversity and education: Meeting the contemporary challenge. Canadian and International Education. 28(1). 1-16

Guo, L. (2014). Preparing teachers to educate for 21^st century global citizenship: envisioning and enacting. Journal of Global Citizenship & Equity Education. 4(1). 1-23.

Mundy, K. & Manion, C. (2008). Global education in canadian elementary schools: An exploratory study. Canadian Journal of Education. 31(4). 941-974.

Niens, U. & Reilly, J. (2012). Education for global citizenship in a divided society? Young people’s views and experiences. Comparative Education. 48(1). 103-118.