Earlier, in the industrialisation phase, Ford’s industrial work culture became a mass work culture in many parts of the world. Low-skilled workers repeated the same disciplined routine and work every day. Education in this era focussed on developing citizens who were uniform in their skills for the required work purpose and who were made to shed their ethnicities and original culture in favour of the mass culture. This allowed them to be considered as productive citizens. Literacy has been linked to developing effective citizens. For citizens who are living through the late 20th century to the present, with diversity and globalization both being valued, the focus on literacy and education has shifted. Literacy now helps citizens to become empathetic and tolerant toward differences in a respectful manner and at the same time develop the abilities and communication skills to become aware of and retain their ethnicities and identities. Literacy continues to be important to help citizens live a constructive and productive community life. The emphasis is now on developing attitudes and skills in citizens that help them navigate through an increasingly global and yet diverse world with diverse cultures.

• Shraddha Goyal

The increasing recognition of diversity in a globalized literacy system has improved the inclusiveness of people into world of literacy

• Abolaji Azeez

Literacy is crucial for citizenship. By being a literate person we know the right things that we should do in ourselves. It often involves knowing and handling things. Especially the diversity and differences in our world exist.

• Jan Kenneth Arteta

Authentic literacy pedagogy recommends immersion in personally meaningful reading and writing experiences, with a focus on processes of reading and writing. when presented with a real-world problem to solve, students learn in the process of developing a solution, tutors facilitate the process, and the students' solutions to the problem become an assessment of how well the students can meaningfully apply the concepts. One of the best examples of traditional didactic pedagogy is teaching a second language through the grammar-translation method. The findings indicate that, while teachers sought to include the whole language approach into their literacy teaching, their thinking often shifted. The findings indicate that, while teachers sought to include the whole language approach into their literacy teaching, their thinking often shifted

• Tamika Ault

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• Tamika Ault

Literacies for citizenship lie on three main foundations:

1. Linguistic standardization - to reduce substantial inequalities among learners with different dialects.
2. Minimal basics - for the spirit of the common nation
3. Cultural homogeneity - one way of writing and one language for all

In the first case, the purpose of schooling is to provide the same kind of communication to students by creating uniform citizenship, in the nation-state case this means that anybody can be substitutable by anybody else because it can do the same job, speaks the same language and has the same literacy skills.

Literacies for citizenship are also important to achieve new competencies such as:

1. Understand Systems (Rights and Responsibilities)
2. Advocacy (Active Citizenship)
3. Mediation (Morality of Compromise)
4. Communication (Diversity)

In the global era, where diversity is important, states are less powerful, there is a movement of different communities and there is a continuous need for diversity. According to research, the ways in which diversity is handled, however, have changed radically and they are still changing. The way diversity was managed on the Fordist production line fitted in with a broader social idealism called assimilation. ‘Nation’ was the main idea used to create cultural uniformity in the era of Fordism. Modern society would eventually make us all the same as we accepted the benefits of progress, development, and civilization. Literacies for citizenship are also related to neoliberalism. According to this theory, the neoliberal state should favor strong individual property rights, the rule of law, and the institutions of freely functioning markets and free trade. These are the institutional arrangements considered essential to guarantee individual freedoms. Moreover, individual success or failure is interpreted in terms of entrepreneurial virtues or personal failings (such as not investing significantly enough in one’s own human capital through education) rather than being attributed to any systemic property. Finally, the last support comes from modern societies because the industry requires a mobile, literate, technologically equipped population and the modern state is the only agency capable of providing such a workforce through its support for a mass, public, compulsory, and standardized education system. Modern societies require cultural homogeneity to function, hence, literacies for citizenship come to be important for the development of the system.


REFERENCES
____________
Cope, Bill and Mary Kalantzis. 1997. Productive Diversity: A New Approach to Work and Management. Sydney: Pluto Press.
Harvey, David. 2005. A Brief History of Neoliberalism. Oxford: Oxford University Press. pp. 1–3, 64, 65–66, 76. || Amazon || WorldCat
Street, Brian V. 1995. Social Literacies: Critical Approaches to Literacy in Development, Ethnography and Education.London: Longman, pp.124-127. || Amazon || WorldCat

• Viola Banaj

Literacies for citizenship lie on three main foundations:

1. Linguistic standardization - to reduce substantial inequalities among learners with different dialects.
2. Minimal basics - for the spirit of the common nation
3. Cultural homogeneity - one way of writing and one language for all

In the first case, the purpose of schooling is to provide the same kind of communication to students by creating uniform citizenship, in the nation-state case this means that anybody can be substitutable by anybody else because it can do the same job, speaks the same language and has the same literacy skills.

Literacies for citizenship are also important to achieve new competencies such as:

1. Understand Systems (Rights and Responsibilities)
2. Advocacy (Active Citizenship)
3. Mediation (Morality of Compromise)
4. Communication (Diversity)

In the global era, where diversity is important, states are less powerful, there is a movement of different communities and there is a continuous need for diversity. According to research, the ways in which diversity is handled, however, have changed radically and they are still changing. The way diversity was managed on the Fordist production line fitted in with a broader social idealism called assimilation. ‘Nation’ was the main idea used to create cultural uniformity in the era of Fordism. Modern society would eventually make us all the same as we accepted the benefits of progress, development, and civilization. Literacies for citizenship are also related to neoliberalism. According to this theory, the neoliberal state should favor strong individual property rights, the rule of law, and the institutions of freely functioning markets and free trade. These are the institutional arrangements considered essential to guarantee individual freedoms. Moreover, individual success or failure is interpreted in terms of entrepreneurial virtues or personal failings (such as not investing significantly enough in one’s own human capital through education) rather than being attributed to any systemic property. Finally, the last support comes from modern societies because the industry requires a mobile, literate, technologically equipped population and the modern state is the only agency capable of providing such a workforce through its support for a mass, public, compulsory, and standardized education system. Modern societies require cultural homogeneity to function, hence, literacies for citizenship come to be important for the development of the system.


REFERENCES
____________
Cope, Bill and Mary Kalantzis. 1997. Productive Diversity: A New Approach to Work and Management. Sydney: Pluto Press.
Harvey, David. 2005. A Brief History of Neoliberalism. Oxford: Oxford University Press. pp. 1–3, 64, 65–66, 76. || Amazon || WorldCat
Street, Brian V. 1995. Social Literacies: Critical Approaches to Literacy in Development, Ethnography and Education.London: Longman, pp.124-127. || Amazon || WorldCat

• Viola Banaj

The convergence of visuals, audio, and text in digital media has ushered in a new era of teaching and learning. The arrival of the internet brought about a dramatic shift in society. Geek culture, a subculture of computer users interested in making and sharing their own content with others, has emerged as a result. Since the advent of the World Wide Web, it has become much simpler to disseminate any kind of information, regardless of how it was written. Web 2.0 has sparked a literacy revolution in which students create their own content, write and publish online, and mix and construct multimedia tools. Web 2.0 is also used by students to publish their works and discuss their ideas publicly. They express themselves through visuals, sounds, and words. You can quickly and easily distribute articles, books, journals, research videos, etc. Teens today were born into a digital world where they expect to be able to create, consume, remix, and share content with friends and complete strangers alike.

In addition, the accessibility of programs like 3D has facilitated education by making it possible to create any instructional material required for studying by means of illustration. If you believe what Ewan McIntosh says, the main use of the internet by young people is for homework, then you're absolutely right. One could argue that it is more informative than reading a book. Physical library use has decreased. Teaching and learning now involve the senses. In order to keep students interested, educators have reworked the oral/or auditory, spatial, visual, and gestural synesthesia of learning and made it applicable across various mediums.

Features conducive to two-way communication: the internet in this era of digital gadgets is meant for getting information or communication, work, social and fun, study, creation of content,collaborative authorising with Wikipedia as learning has shifted to collaboration, concluded a study conducted by the University of Oxford's department of Continuing Education in collaboration with Penn State University.

The Internet, with its instantaneous responses and wealth of information, has, however, drastically altered the educational landscape. The Internet has made a variety of books and other scholarly materials widely accessible. Similarly, academic papers are published and made available to the public simultaneously. The platform also provides access to lecture podcasts. It's not just computers that are used for education and information exchange; other programs like Flickr, YouTube, Facebook, Class Central, etc. are widely utilized.

Concerns and panic about morality and online safety, addiction to the internet and video games, poor diet and lack of exercise as users stay glued to their screens, and a decline in the quality of one's written and spoken language are all on the table as possible outcomes.

Additionally, students are given the reins in class and the ability to generate their own content, effectively flipping the script on the teacher. Therefore, students are liberated from the shackles of conformity in the classroom and can focus on developing their own unique approaches to learning. Everybody can be a content creator, raising concerns about the reliability and quality of the materials used to teach and learn.

• Maria Elmira Daguio

The convergence of visuals, audio, and text in digital media has ushered in a new era of teaching and learning. The arrival of the internet brought about a dramatic shift in society. Geek culture, a subculture of computer users interested in making and sharing their own content with others, has emerged as a result. Since the advent of the World Wide Web, it has become much simpler to disseminate any kind of information, regardless of how it was written. Web 2.0 has sparked a literacy revolution in which students create their own content, write and publish online, and mix and construct multimedia tools. Web 2.0 is also used by students to publish their works and discuss their ideas publicly. They express themselves through visuals, sounds, and words. You can quickly and easily distribute articles, books, journals, research videos, etc. Teens today were born into a digital world where they expect to be able to create, consume, remix, and share content with friends and complete strangers alike.

In addition, the accessibility of programs like 3D has facilitated education by making it possible to create any instructional material required for studying by means of illustration. If you believe what Ewan McIntosh says, the main use of the internet by young people is for homework, then you're absolutely right. One could argue that it is more informative than reading a book. Physical library use has decreased. Teaching and learning now involve the senses. In order to keep students interested, educators have reworked the oral/or auditory, spatial, visual, and gestural synesthesia of learning and made it applicable across various mediums.

Features conducive to two-way communication: the internet in this era of digital gadgets is meant for getting information or communication, work, social and fun, study, creation of content,collaborative authorising with Wikipedia as learning has shifted to collaboration, concluded a study conducted by the University of Oxford's department of Continuing Education in collaboration with Penn State University.

The Internet, with its instantaneous responses and wealth of information, has, however, drastically altered the educational landscape. The Internet has made a variety of books and other scholarly materials widely accessible. Similarly, academic papers are published and made available to the public simultaneously. The platform also provides access to lecture podcasts. It's not just computers that are used for education and information exchange; other programs like Flickr, YouTube, Facebook, Class Central, etc. are widely utilized.

Concerns and panic about morality and online safety, addiction to the internet and video games, poor diet and lack of exercise as users stay glued to their screens, and a decline in the quality of one's written and spoken language are all on the table as possible outcomes.

Additionally, students are given the reins in class and the ability to generate their own content, effectively flipping the script on the teacher. Therefore, students are liberated from the shackles of conformity in the classroom and can focus on developing their own unique approaches to learning. Everybody can be a content creator, raising concerns about the reliability and quality of the materials used to teach and learn.

• Maria Elmira Daguio

In the era of globalization and local diversity, we have technological advances where we interact with different people all over the world. The idea that citizenship exists in an uneasy relationship with globalization is intuitively plausible. Current globalization results from the global spread of capitalism, by the internationalization of functions of production, and by changes in communications technology.
Computer and telecommunications technology facilitate capital flows around the world and increase the interconnectedness of individuals, ideas, and culture to an unprecedented extent.

• Hellen Torres