A teacher educator uses an apprentice reading project to teach new teachers about the ways they read in the content areas.

https://www.jstor.org/stable/40026902?seq=1#metadata_info_tab_contents

Disappearing cultural, political and physical boundaries push humanity beyond a one-community perspective. Global citizenry requires a set of literacies that affect the ability to communicate effectively, think critically and act conscientiously. This challenges educators to consider reframing instructional practices and curricular content. The authors promote a transliterate approach spanning communication platforms, including layered literacies: critical, civic, collaborative, creative, cultural, digital, environmental, financial, and geographical. Promoting layered literacies provides a landscaped view of reality (featuring a depth and breadth of knowledge and understanding that cultivates culturally sensitive communication skills), increases critical thinking and empowers learners as agents of change. The authors advocate for a paradigm from which teachers can construct curriculum, meet the challenges of a global community and cultivate layered literacies.

https://files.eric.ed.gov/fulltext/EJ1167861.pdf

In recent years, it has become increasingly obvious that to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What often has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. 

https://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1295824

Thoughts on the role of assent in learning

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https://wikieducator.org/images/5/59/Kohl_I_Won't_Learn_from_You.pdf