@article{spires_gambino_himes_wang_2023, title={Project-Based Inquiry (PBI) Global Border-Crossing Discourse Within a Collaboration of Students from China and the United States}, ISBN={["978-1-032-33552-0", "978-1-032-33548-3"]}, DOI={10.4324/9781003320142-20}, abstractNote={Kewman Lee developed the concept of border-crossing discourse (BCD) from Gee's critical theory of Big "D" Discourse; it is a way to think about students interacting and collaborating online across time, space, and culture. Gee asserts that Big "D" Discourse is defined by the ways in which students behave, interact, read, write, and speak, based on the identities of particular groups. BCD exists within digital online social groups, where people from different cultures communicate around a particular topic. This chapter offers an analysis of Project-Based Inquiry (PBI) Global as a signature pedagogy for global literacies and demonstrates how dimensions of BCD (i.e., linguistic, social, cultural, and physical) were enacted in practice as students collaborated to address enduring global challenges across time, space, and culture. Challenges are framed through the UN Sustainable Development Goals. The example draws from a collaboration among students and teachers from China and the United States as they engaged in the PBI Global process to address the theme "A World on the Move: Refugees and Migrants." Additionally, critical discourse questions are shared in which teachers can support students to take critical stances while engaging in each phase of the PBI Global process. By applying these questions throughout the process, teachers and students can begin to cultivate border crossing mindsets with a critical perspective.}, journal={CRITICAL PERSPECTIVES ON GLOBAL LITERACIES}, author={Spires, Hiller A. and Gambino, Andrea and Himes, Marie and Wang, Lili}, year={2023}, pages={262–279} }
 @article{yuan_wang_eagle_2019, title={Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications}, volume={7}, ISSN={["2183-2439"]}, DOI={10.17645/mac.v7i2.1912}, abstractNote={In the context of an increasingly global society and rapidly changing technology, English Language Learners (ELLs) need support to develop digital literacies to prepare for a future in which learning new technology is an intuitive process. In the past few decades, technological advances have been shifting how information is produced, communicated, and interpreted. The Internet and digital environments have afforded a broader range of opportunities for literacy practices to take place. Technology has transformed the social practices and definitions of literacy, which leads to transformative implications for the teaching and learning environments facing ELLs. Despite immigrants’ attraction to the US, the tension between the public school system and emergent bilingual students has garnered broad attention. There is a need for a more appropriate teaching pedagogy that embraces the cultural identities of ELLs, and empowers ELLs as critical consumers and producers of information. Though complex, the authors advocate for examining this issue using an asset perspective rather than a deficit lens. Using the sociocultural perspective of learning and critical theory, this paper aims to define and conceptualize ELL learning, establish a shared vision of digital literacies, and review the literature on how practices of digital literacies empower ELLs to become active learners. In the final section, implications and future research directions are articulated in order to move the digital literacy field forward.}, number={2}, journal={MEDIA AND COMMUNICATION}, author={Yuan, Chang and Wang, Lili and Eagle, Jessica}, year={2019}, pages={128–136} }