Literacy Education in the Era of Globalization: A Mixed Methods Study of the Global Read Aloud
Abstract: Global Read Aloud, as a global literacy project, provides spaces for students to improve their critical consciousness, global citizenship, and digital competence. The purpose of this mixed methods study was to analyze quantitative survey and qualitative interview data collected during the Global Read Aloud from 2016-2020 to explore how to promote students’ multiple literacies in the globalization era. The overarching research question was: What do teachers perceive are the literacy benefits of engaging in the Global Read Aloud? Our analysis was guided by theories of critical, digital and global literacies. Quantitative data showed how teachers agreed with GRA as a learning activity with goals to prepare multiple literacies for global citizens and frequently used digital technologies for authentic reading, writing, speaking, and listening in their classrooms. Qualitative findings from the interview data revealed that teachers saw benefits for students to engage in global connections and authentic communication, both for their individual students, such as an opportunity to practice self-reflexivity, and for the larger community, such as breaking down stereotypes. This study presents the importance of developing digital, global and critical literacies in this interconnected and technological world.