Cross-cultural learning in Global Read Aloud
Xiaoying Wang, University of Missouri Saint Louis, United States ; Shea Kerkhoff, University of Missouri - St. Louis, United States ; Jeffrey Carpenter, Elon University, United States
EdMedia + Innovate Learning, in United States ISBN 978-1-939797-56-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In a digitally developed world, students must cultivate the 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. Teachers and students use technology tools to help transcend space, time, and even national boundaries to communicate and learn across cultures in a meaningful and modern way. Global literacy and social capital theory formed the theoretical framework for this study. We present data from qualitative survey items and twenty interviews, analyzed through thematic analysis. The findings showed how teachers helped students with cross-cultural learning in four areas: developing cross-cultural understanding, respect for cultural differences, intercultural communication, and reconciliation. Data suggested that both students and teachers benefited from cross-cultural learning in the GRA. This paper’s significance lies in showing how teachers promote cross-cultural learning among students in GRA projects.
Wang, X., Kerkhoff, S. & Carpenter, J. (2021). Cross-cultural learning in Global Read Aloud. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 967-977). United States: Association for the Advancement of Computing in Education (AACE).
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