Reimagining Literacies Pedagogy in the Twenty-first Century

Leonardo Veliz is Associate Professor in Language, Literacy and Education at the University of New England, Australia. Miguel Farias is Professor of English, Applied Linguistics and Discourse Studies at Universidad de Santiago de Chile, Chile. Michelle Picard is Professor and Pro Vice Chancellor Learning and Teaching at Flinders University, Australia.

List of Figures
List of Tables
Notes on Contributors
Foreword, Eveline Chan (University of New England, Australia)
Acknowledgements

1. Mapping the Territory of Literacies Pedagogies in the Global South, Leonardo Veliz (University of New England, Australia), Miguel Farias (University of Santiago, Chile) and Michelle Picard (Flinders University, Australia)

Part I: Multiple Literacies in ELT Textbooks and Materials
2. Literary Competencies in the EFL Classroom: Preservice Teachers’ Responses on Two Contemporary Picturebooks, Gabriel Romero Karlsson (Catholic University, Chile)
3. ELT Racializing Practices in Multiple Literacies of Internet Resources: A Critical Race Theory Analysis in the Colombian Context, Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas Bogotá, Colombia) and Daniel Francisco Bustos (Universidad Distrital Francisco José de Caldas, Colombia)
4. Visual Literacy in the Chilean EFL Classroom: Portraying Learners’ Regional Culture and Identity, Michel Riquelme Sanderson (Arturo Prat University, Chile) and Hernán Pereira Palomo (Arturo Prat University, Chile)

Part II: Multiple Literacies in Language Teacher Education
5. Critical Environmental Literacy in Language Teacher Education: Eco-Journals and Green Textbook Analysis, Miguel Farias (University of Santiago, Chile) and Katharina Glas (Valparaiso Catholic University, Chile)
6. Promoting Multilingual and Multimodal Literacy Discourses: From Silence to Advocacy in Chilean EFL Teacher Education, Rodrigo Arellano (La Frontera University, Chile)
7. Becoming by Overcoming: Literacy Development in EFL Preservice Teachers’ Encounters with Language Ideologies in Brazil, Vander Tavares (Inland Norway University of Applied Sciences, Norway)
8. Textbook Use in Developing Multiliteracies by Preservice English Language Teachers in Tanzania: A Phenomenological Study, Rose Acen Upor (University of Dar es Salaam, Tanzania)

Part III. Multiple Literacies in ELT Pedagogy and Practice
9. Integrating Contextual and Textual Features of Academic Literacies, Oscar Eybers (University of Pretoria, South Africa)
10.Pedagogies of Multiliteracies for Learner Agency through English Language Teachers’ Interactive and Reflexive Positionings, Minh Hue Nguyen (Monash University, Australia), Leonardo Veliz (University of New England, Australia) and Made Hery Santosa (Universitas Pendidikan Ganesha, Indonesia)
11.Defying Deficit Views of Literacy through RefugeeCrit and Multicultural Literacies, Leonardo Veliz (University of New England, Australia), Danielle H. Heinrichs (Griffith University, Australia) and Adriana R. Diaz (University of Queensland, Australia)
12. Digital Multimodal Composing Practices by ELLs in K-12 Settings: A Systematic Review of Empirical Research, Stephanie Vigil (Ohio State University, USA) and Youngjoo Yi (Ohio State University, USA)
13. Navigating the Role of English in Multilingual Postcolonial Classrooms: Literacies, Pedagogy and Language Choice, Mary dos Santos (Murdoch University, Australia), Wendy Cumming-Potvin (Murdoch University, Australia), Libby Jackson-Barrett (Edith Cowan University, Australia)

Afterword, Leonardo Veliz (University of New England, Australia), Miguel Farias (University of Santiago, Chile) and Michelle Picard (Flinders University, Australia)

Index