This week’s readings forced us to confront this question from Doreen Starke-Meyerring (2005): What does it mean to be literate in a globalizing world? Surely, this is a significant question, and one that requires our attention. Starke-Meyerring (2005, p.493-494) proposes the following three strategies to engage with the literacy demands of global communication:
- investing in curricula rooted in a global worldview
- engaging in “boundary work” that encourages inquiry, reflection, analysis, and negotiation
- developing more diverse and open learning environments
These present huge, complicated expectations for us in our work as teachers of writing. For some, the response to these demands is clear. For others, the answer continues to be shaped gradually.