The Cross-cultural Learning in Global Read Aloud
Type of Presentation
Individual paper/presentation
Target Audience
K-12
Location
Session Six Breakouts
Proposal
In a digitally developed world, schools should cultivate students' ability to communicate, collaborate, think critically, and solve problems. The Global Read Aloud (GRA) is a project where classrooms worldwide read and discuss the same book. In the 21st century's digital age, teachers and students use technology tools to help transcend traditional geography, time, and even national boundaries to communicate and learn across cultures in a meaningful way. Global literacy (Spires et al., 2019) and social capital theory (Degenne and Forsé,1999; Portes, 1998; Scott, 2011) formed the theoretical framework. This paper is part of a more considerable study led by Dr. Jeffrey Carpenter at Elon University and the co-PI Dr. Shea Kerkhoff at UMSL. Two hundred thirty-six educators globally participated in GRA who responded to the online survey, and twenty-one educators were interviewed. The paper mainly depended on the qualitative survey data on the twenty-one interviews summarized by analyzing code frequencies. The findings showed how teachers help students with cross-cultural learning in the GRA process from four aspects: develop cross-cultural understanding and awareness, respect for cultural differences, communication, and reconciliation. This paper's significance lies in showing how teachers promote cross-cultural learning among students in GRA projects. At the same time, it combines global literacy and social capital theory to provide teachers who need cross-cultural education and teaching in a project with unique cross-cultural teaching and learning experience.
Presentation Description
This presentation is mainly from the background, theoretical perspectives, research methods(sample, data collation, and analysis), and findings.
Keywords
Cross-cultural Learning;Global Read Aloud; children literacy;
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Wang, Xiaoying, "The Cross-cultural Learning in Global Read Aloud" (2021). Georgia International Conference on Information Literacy. 36.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/36
The Cross-cultural Learning in Global Read Aloud
Session Six Breakouts
In a digitally developed world, schools should cultivate students' ability to communicate, collaborate, think critically, and solve problems. The Global Read Aloud (GRA) is a project where classrooms worldwide read and discuss the same book. In the 21st century's digital age, teachers and students use technology tools to help transcend traditional geography, time, and even national boundaries to communicate and learn across cultures in a meaningful way. Global literacy (Spires et al., 2019) and social capital theory (Degenne and Forsé,1999; Portes, 1998; Scott, 2011) formed the theoretical framework. This paper is part of a more considerable study led by Dr. Jeffrey Carpenter at Elon University and the co-PI Dr. Shea Kerkhoff at UMSL. Two hundred thirty-six educators globally participated in GRA who responded to the online survey, and twenty-one educators were interviewed. The paper mainly depended on the qualitative survey data on the twenty-one interviews summarized by analyzing code frequencies. The findings showed how teachers help students with cross-cultural learning in the GRA process from four aspects: develop cross-cultural understanding and awareness, respect for cultural differences, communication, and reconciliation. This paper's significance lies in showing how teachers promote cross-cultural learning among students in GRA projects. At the same time, it combines global literacy and social capital theory to provide teachers who need cross-cultural education and teaching in a project with unique cross-cultural teaching and learning experience.
