{"title":"左,右,再左:教育工作者在全球公民教育,技术和学术素养的交叉点","authors":"Oscar Eybers, Alan Muller","doi":"10.1177/09732586231199549","DOIUrl":null,"url":null,"abstract":"The purpose of this article is to critically consider the roles that academic literacy facilitators fulfil in exposing students to Global Citizenship Education (GCE). In university disciplines, literacies are primary tools that students employ to interact with global events, knowledge, theories and problems. As such, multimodal literacies including written, audiovisual and cyber texts facilitate students’ access to the world through critical communication. Consequently, the authors construe GCE as disciplinary instruction that connects students to lived experiences beyond their own national borders. To demonstrate GCE, the authors employ the following methods for accessing, interpreting and generating knowledge: Firstly, a literature review is conducted. In doing so, key concepts and theories that define academic literacy and GCE are identified. Secondly, by combining reviewed literature that highlights GCE methods and scholarship pertaining to multimodal literacies, the authors make recommendations for integrating GCE into disciplines. In conclusion, the authors emphasise academic literacies, including digital discourses, as effective conduits for GCE principles and make further recommendations for future studies and methods that may be applied towards uniting literacies with international course content.","PeriodicalId":43888,"journal":{"name":"Journal of Creative Communications","volume":"10 1","pages":"0"},"PeriodicalIF":1.5000,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Left, Right then Left Again: Educators at the Intersection of Global Citizenship Education, Technology and Academic Literacies\",\"authors\":\"Oscar Eybers, Alan Muller\",\"doi\":\"10.1177/09732586231199549\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this article is to critically consider the roles that academic literacy facilitators fulfil in exposing students to Global Citizenship Education (GCE). In university disciplines, literacies are primary tools that students employ to interact with global events, knowledge, theories and problems. As such, multimodal literacies including written, audiovisual and cyber texts facilitate students’ access to the world through critical communication. Consequently, the authors construe GCE as disciplinary instruction that connects students to lived experiences beyond their own national borders. To demonstrate GCE, the authors employ the following methods for accessing, interpreting and generating knowledge: Firstly, a literature review is conducted. In doing so, key concepts and theories that define academic literacy and GCE are identified. Secondly, by combining reviewed literature that highlights GCE methods and scholarship pertaining to multimodal literacies, the authors make recommendations for integrating GCE into disciplines. In conclusion, the authors emphasise academic literacies, including digital discourses, as effective conduits for GCE principles and make further recommendations for future studies and methods that may be applied towards uniting literacies with international course content.\",\"PeriodicalId\":43888,\"journal\":{\"name\":\"Journal of Creative Communications\",\"volume\":\"10 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-10-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Creative Communications\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/09732586231199549\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Creative Communications","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/09732586231199549","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
Left, Right then Left Again: Educators at the Intersection of Global Citizenship Education, Technology and Academic Literacies
The purpose of this article is to critically consider the roles that academic literacy facilitators fulfil in exposing students to Global Citizenship Education (GCE). In university disciplines, literacies are primary tools that students employ to interact with global events, knowledge, theories and problems. As such, multimodal literacies including written, audiovisual and cyber texts facilitate students’ access to the world through critical communication. Consequently, the authors construe GCE as disciplinary instruction that connects students to lived experiences beyond their own national borders. To demonstrate GCE, the authors employ the following methods for accessing, interpreting and generating knowledge: Firstly, a literature review is conducted. In doing so, key concepts and theories that define academic literacy and GCE are identified. Secondly, by combining reviewed literature that highlights GCE methods and scholarship pertaining to multimodal literacies, the authors make recommendations for integrating GCE into disciplines. In conclusion, the authors emphasise academic literacies, including digital discourses, as effective conduits for GCE principles and make further recommendations for future studies and methods that may be applied towards uniting literacies with international course content.
期刊介绍:
The Journal of Creative Communications promotes inquiry into contemporary communication issues within wider social, economic, marketing, cultural, technological and management contexts, and provides a forum for the discussion of theoretical and practical insights emerging from such inquiry. The journal encourages a new language of analysis for contemporary communications research and publishes articles dealing with innovative and alternate ways of doing research that push the frontiers of conceptual dialogue in communication theory and practice. The journal engages with a wide range of issues and themes in the areas of cultural studies, digital media, media studies, technoculture, marketing communication, organizational communication, communication management, mass and new media, and development communication, among others. JOCC is a double blind peer reviewed journal.