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Teaching for Global Readiness: A Model for Locally Situated and Globally Connected Literacy Instruction

Addressing Diversity in Literacy Instruction

ISBN: 978-1-78714-049-3, eISBN: 978-1-78714-048-6

Publication date: 3 November 2017

Abstract

Today’s students are being called to graduate global ready. The term global ready encompasses the multiple literacies as well as the global citizenship needed in the 21st century to participate, collaborate, and work in a globally interconnected society. This chapter introduces a model for teaching for global readiness. A sequential exploratory mixed methods design was employed to operationalize and validate a teaching for global readiness model. The first phase was a qualitative exploration with 24 expert global education teachers. The second phase was a quantitative analysis using factor analysis and model fit statistics to determine if the findings of the qualitative phase were generalizable to a larger population. Based on the results, the Teaching for Global Readiness Model consists of four dimensions: Situated practice, integrated global learning, critical literacy instruction, and transactional cross-cultural experiences. The chapter describes an array of literacy instruction teacher practices that promote global readiness knowledge, skills, and dispositions and points to the importance of locally situated but globally connected literacy instruction.

Keywords

Citation

Kerkhoff, S. (2017), "Teaching for Global Readiness: A Model for Locally Situated and Globally Connected Literacy Instruction", Ortlieb, E. and Cheek, E.H. (Ed.) Addressing Diversity in Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 8), Emerald Publishing Limited, Bingley, pp. 193-205. https://doi.org/10.1108/S2048-045820170000008009

Publisher

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Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited