The Missouri Reader Vol. 43, Issue 2 - Page 38


To practice zooming out, use the 3Ys thinking routine (Mansilla, 2017). We used the 3Ys as a reader response prompt on the class blog. Taking the discussion online provides an opportunity for quieter students or students who do not feel comfortable with their oral English proficiency to engage in discussion as well.

1. Why might this (topic, question) matter to me?

2. Why might it matter to people around me (family, friends, city, nation)?

3. Why might it matter to the world?

Ultimately, the goal of teaching critical global literacy is to promote action on social and political global issues. After all of the work it takes to critique ourselves and our society, students need the opportunity to imagine the world as a better place. The Circles of Action thinking routine builds on the 3Ys to add action steps.

What can I do to contribute…

1. In my inner circle (of friends, family, the people I know)?

2. In my community (my school, my neighborhood)?

3. In the world (beyond my immediate environment)?

Becoming Critical Global Citizens

In addition to learning about culture and literacy through reading and discussing diverse texts, the hope is that throughout this work students will learn to treat others with decency and humanity. We hope that students will make connections with others across difference and across borders. At the same time, we want them to recognize that people experience the world differently and work together to build a more just and equitable world.


Berchini, C. (2019). Reconceptualizing whiteness in English education: Failure, fraughtness, and accounting for context. English Education, 51(2), 151-181.

Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382-392.

Mansilla, V. B. (2017). Global thinking. Retrieved from

Mar, R. A., & Oatley, K. (2008). The function of fiction is the abstraction and simulation ofsocial experience. Perspectives on psychological science, 3(3), 173-192.

Price-Dennis, D. (2016). Developing curriculum to support Black girls’ literacies in digitalspaces. English Education, 48(4), 337-361.

Short, K. (2008). Exploring a curriculum that is international. World of Words Stories, 1(2),

Retrieved from

Tanner, S. J. (2019). Whiteness is a white problem: Whiteness in English education. English Education, 51(2), 182-199.

Literature Cited

Anzaldúa, G. (2012). Borderlands: la frontera (4th ed.). San Francisco: Aunt Lute.

Cisneros, S. (1989). The house on Mango Street. New York: Vintage Books

McKay, C. (1922). The tropics of New York. Retrieved form

Neruda, P. (1998). Ode to my socks. The Wilson Quarterly, 22(2), 118-119.

Senzai, N. H. (2010). Shooting Kabul. New York: Simon and Schuster.

Soyinka, W. (2001). Telephone conversation. A Selection of African Poetry, 116-119.

Woodson, J. (2016). Brown girl dreaming. New York, Penguin

Dr. Shea Kerkhoff is an assistant professor of literacy in the College of Education at the University of Missouri-St. Louis and affiliated faculty with the Missouri Language and Literacies Center.

Her co-authored book Read, Write, Inquire: Disciplinary

Literacy in Grades 6–12 was released in November. Currently, she serves as the assistant editor for English Education, an NCTE journal. University of Missouri - St. Louis



Instructions / Notes for “Themes that Stick”