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For citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation. Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades. In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators'attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.

Digital literacy is a powerful subject, which supports inclusivity, social mobility and digital citizenship globally. This book brings together thought-leaders and experts in the field, providing a blend of research and practice across sectors, and provides a valuable and timely insight into digital literacy and learning. Digital Literacy Unpacked not only offers a snapshot of innovative approaches to digital literacy, but also intends to provoke discussion, encourage collaboration and inspire - whatever the role or context. The editors open up the whole area of digital literacy in all its kaleidoscopic richness, and provide diverse perspectives, content and ideas to inform thinking and practice. The cross-sectoral and global significance of digital literacy is a key theme of the book. Digital literacy is relevant to higher education, further education, schools, children, and the workplace - but crucially at its heart it is a citizenship and inclusion issue, necessary for the full participation and achievement of all in society. Content covered includes: a discussion of terminology, institutional approaches, and existing frameworks digital literacy in learning and teaching copyright literacy teaching the use of digital tools and curriculum design critical approaches to literacy combatting social exclusion using digital skills. The book will be useful reading for library and information professionals across the sector (higher education, schools, business/corporate, special, public), institutional leaders and managers, and LIS students. It will also be useful reading for educational technologists, learning and teaching professionals.

A timely guide aimed at teachers and students, featuring advice on how to promote the skills to access, understand, question, critically analyse and evaluate digital media. It is important that we understand the news media environment and our engagement with it, in all of its factual, social and ethical dimensions. How is fake news spread, and how can you detect it? What sources should you trust, and why?

Paradoxes of Media and Information Literacy contributes to ongoing conversations about control of knowledge and different ways of knowing. It does so by analysing why media and information literacy (MIL) is proposed as a solution for addressing the current information crisis. Questioning why MIL is commonly believed to wield such power, the book throws into sharp relief several paradoxes that are built into common understandings of such literacies. Haider and Sundin take the reader on a journey across different fields of practice, research and policymaking, including librarianship, information studies, teaching and journalism, media and communication and the educational sciences. The authors also consider national information policy proposals and the recommendations of NGOs or international bodies, such as UNESCO and the OECD. Showing that MIL plays an active role in contemporary controversies, such as those on climate change or vaccination, Haider and Sundin argue that such controversies challenge existing notions of fact and ignorance, trust and doubt, and our understanding of information access and information control. The book thus argues for the need to unpack and understand the contradictions forming around these notions in relation to MIL, rather than attempting to arrive at a single, comprehensive definition. Paradoxes of Media and Information Literacy combines careful analytical and conceptual discussions with an in-depth understanding of information practices and of the contemporary information infrastructure. It is essential reading for scholars and students engaged in library and information studies, media and communication, journalism studies and the educational sciences.