Global citizenship and new literacies providing new ways for social inclusion

Abstract

We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live. Keywords: New literacies, ICT, global citizenship, social inclusion A nova literácia promovendo cidadania global de alunos brasileiros e americanos ResumoEstamos vivendo em uma sociedade onde a informação é o bem mais valioso. Entretanto, a enorme quantidade de informação disponível diariamente cria a necessidade das pessoas adquirirem novas habilidades para localizar, analisar e transmitir essa informação. Esse estudo comparativo utiliza um questionário on-line para definir características de cidadania global e identificar o uso das tecnlogias da informação e comunicação (TICs) em 258 alunos no Brasil e nos Estados Unidos. Diferenças de gênero também foram examinadas e os resultados informam como globalização, cidadania e uso das TICs estão refletidas nas percepções de meninos e meninas nos dois países. O conceito 'nova literácia' envolve as habilidades que os indivíduos devem possuir para participarem efetivamente e estarem incluídos nessa sociedade tão diversa e desigual em que vivemos. Palavras-chave: Nova literacia, TIC, cidadania global, inclusão social El nuevo desarrollo de la lectura y la escrita promoviendo ciudadanía global de alumnos brasileños y americanos ResumenEstamos viviendo en una sociedad donde la información es el bien más valioso. Pese a eso, la gran cantidad de información disponible diariamente crea la necesidad de que las personas adquieran nuevas habilidades para localizar, analizar y transmitir esa información. Este estudio comparativo utiliza un cuestionario online para definir características de ciudadanía global e identificar el uso de las tecnologías de la información y comunicación (TICs) en 258 alumnos en Brasil y en Estados Unidos. También fueron examinadas diferencias de sexo y los resultados informan como la globalización, la ciudadanía y el uso de las TICs están reflejados en las percepciones de varones y niñas en los dos países. El concepto de nuevo desarrollo de la lectura y la escrita envuelve habilidades que los individuos deben tener para participar efectivamente y estar incluidos en esa sociedad tan diversa y desigual en la que vivimos. Palabras clave: Nuevo desarrollo de la lectura y la escrita, TIC, ciudadanía global, inclusión social.

Agents and Voices: A Panorama of Media Education in Brazil, Portugal and Spain

“…This dialogue should also encompass what form of education best ensures that future generations obtain the necessary skills and competencies to live and work in a highly mediatized society. Some scholars operating at the intersection of culture, media and education (Ferrão Tavares, 2010;Livingstone, 2011;Kellner & Share, 2007;Lima & Brown, 2007;Buckingham, 2008) assert that digital literacy is a prerequisite for accomplishing the aforementioned objectives, since it promotes an autonomic and critical analysis of the world. Buckingham (2008) argues that the knowledge and skills required to facilitate digital literacy should be taught specifically, since they are not constructed based solely upon the use of digital devices, although this is a contributing factor.…”

Global competence scale: An adaptation to measure pre-service English teachers’ global competences

“…(p. x) Due to the variety in terminology, providing a precise definition of global competence seems to challenge scholars and result in interchangeable terms (Schenker, 2019). Global competency is the most prevalent of them (Shams & George, 2006;Reimers, 2009;Li, 2013;Li & Xu, 2016;Meng et al, 2017;Baily & Holmarsdottir, 2019;Schenker, 2019;Liu et al, 2020) which is accompanied by other terms such as intercultural competency (Deardorff, 2006;Bektaş-Çetinkaya & Çelik, 2013;Cui, 2013;Polat & Barka, 2014;Lin & Kapur, 2021;van de Vijver & Leung, 2019), global awareness (Hanvey, 1982;Kirkwood, 2001;Oxfam, 2006;Merryfield, 2008;Kurt et al, 2013;Hongtao, 2013), global mindedness (Hett, 1993;Park et al, 2016), and global citizenship (Lima & Brown, 2007;Morais & Ogden, 2011;Oxfam, 2015;Başarır, 2017;Andrews & Aydin, 2020). Despite the variety in the terminology, as comprehensively defined by Liu et al (2020), global competence (GC hereafter) refers to "students' capabilities to actively acquire and understand other cultures and norms, keep an open mind, and use their global knowledge to communicate, interact, and work effectively outside their own culture" (p. 2).…”

Assessing Global Citizenship Attitudes with Q Methodology

“…Within the social studies, global citizenship education provides students with an opportunity to gain knowledge about the world's people and problems, explore tensions that affect the world, and discover how their own identity fits in with these tensions (Hovland, 2005). This type of coursework is designed to promote social responsibility and democracy, and develop a citizenry that is active and attentive to global issues (Lima & Brown, 2007;Tarrant, 2010). Participants in this coursework should be concerned about diversity, including people representing racial, ethnic, and religious differences (Noddings, 2005).…”