IMAGINE...

McPherson, in his article entitled Shaping Global Criticality with School Libraries (SLW, pp. 35-44) invites teacher-librarians to view Global Criticality much like a fabric of social networking by implying ‘a convergence and divergence of thought, capital, culture and communications’ (Leu, 2001). By focusing on multilinguistic, multicultural and multimodal communication environments we can in fact engage students in real world applications that beckon us to envision such repercussions / implications on the world scene (McPherson, p. 40). Schools can play a vital role in prescribing multiple meaning making skills traversing cultures in a global stream to solve problems, provide relief efforts and even establish resourceful international economic ties (Bad Math et al, 2006).

From micro to macro levels, participation in a ‘plurality of difference’ (Kalantzis & Cope, 2006) reinforces the power of ONE person, one classroom, one school making a difference, one million times over… as the author invites and challenges the reader to IMAGINE the beneficial effect of people thinking clearly, feeling deeply, acting wisely (outcome aspirations as noted on ABC televised special of Multiple Intelligences, 1991).

McPherson brings home through survey findings, despite the encouraging note on the potential of Global Criticality, that 70% of youth using the Internet impress as vulnerable and need guidance in assessing the validity and authenticity of information (Media Awareness Network, 2005). The author supports similar findings by Ross Todd in Youth and Their Virtual Networked Worlds (IASL, 2008). He further states that 60% of favourite websites for youth are violent or sexualized in content. Schools can intercept this negative influence by educating students on key concepts and critical approaches to take in order to decipher message meanings and remain safe in the process. McPherson includes lesson lists from the Center for Media Literacy that are grouped at high school, intermediate and elementary levels. I’ve randomly checked some of the lessons and plan to include them in my teaching (http://www.medialit.org/).

Symbol systems that converse across diverse contexts and reflective processes that adapt and maintain flexibility emerge as significant factors in transforming our understanding and ultimately our actions in relation to Self, Others and the World (McPherson, p.37).

I support McPherson’s notion that as school libraries engage ‘multiliteracy and multimodality instruction’ they will be taking the right steps toward meeting the needs of global learners for their global futures (McPherson, p. 35).

Bibliography:

McPherson, K. (2008). Shaping Global Criticality with School Libraries. School Libraries Worldwide, Volume 14, Number 2, July, 2008 (pp. 35-44), IASL
http://schoollibrariesworldwide-vol14no2.blogspot.com/

Center for Media Literacy (2008). Five Key Questions That Can Change the World: Deconstructing Media Cornerstone lesson plans for K-12 across the curriculum
http://www.medialit.org/