How is global literacy relevant to accounting?
Samkin, G., Low, M. & Taylor, J. (2012). Incorporating Financial Literacy into the Secondary School Accounting Curriculum: A New Zealand Perspective. Australasian Accounting, Business and Finance Journal, 6 (3), 5-30.
In this article, the authors examines whether it stakeholders in the New Zealand perspective have a belief that accounting should continue being taught as an elective subject in the New Zealand schools or whether the incorporation of financial literacy was vital in increasing accounting subject relevance among learners. In the article, the author used a mixed approach in which they used both qualitative and quantitative methods. Through an electronically administered questionnaire, responses were obtained from secondary school teachers, and additional insight taken from semi-structured interviews. Respondents generally agreed that students benefited from accounting literacy as an elective subject, which enhanced the development of literacy skills. They also acknowledged how difficulties were uncounted in introducing this subject in an already congested curriculum. However, they had a belief that the difficult could be overcome by making changes in the overcrowded curriculum. The authors concluded that that financial literacy would be easily achieved through accounting.
The article will help support the thesis statement by how global literacy is vital in promoting financial skills through accounting. These skills include the effective use of personal resources, understanding the global money economy, and the encouragement of saving habit. The article is outstanding because it is peer reviewed and current.
Lusardi, A.M, Mitchell, O.S. & Curto, V. (2010). Financial Literacy among the young: Evidence and Implications for Consumer Policy. The Journal of Consumer Affairs, 44(2), 358 – 380.
In this study, the author examined literacy among the young by the use of more recent studies done in 1997 longitudinal survey. The study revealed that financial literacy is low and very few among the young adults. These group possessed little information on risk diversification, interest rates, and inflation. Financial literacy was found to be linked to socio-demographic features and the family sophistication. In particular, college educated male with parents in stock and the retirement savings was found to be 45 percent in comparison to female counterparts who had only received high school education.
The article is very significant for the study in explaining the way global literacy that supports financial literacy is significant in improving the use of finances and making finance decisions. This journal article also makes it apparent that financial literacy is made possible through accounting. The use of primary research and secondary sources clearly helped make the article more reliable.
Hahn, R. & Reimsbach, D. (2014). Are we on track with sustainability literacy?: A viewpoint on the influence of sustainability and accounting education on future managers’ processing of sustainability information. Journal of Global Responsibility, 5(1), 55-67.
In this most recent article, the authors discuss sustainability of issues in university education. They balance it with what they refer to as “sustainability view” and “accounting view”. In particular, the status of business students is illuminated in processing information. Through the experimental study, accounting coursework was examined and this education is sustained. It was found that accounting coursework had a positive relationship with the probability of making judgments on future stock value. However, it was determined that students found this education to be sophisticated. As a result, the authors concluded that the business curriculum needs to be fostered through critical thinking.
The article is vital in showing how global literacy in accounting affects future decisions and critical thinking process as it relates to financial literacy. The article was found to be reliable because it is more recent and is peer reviewed.

References
Hahn, R. & Reimsbach, D. (2014). Are we on track with sustainability literacy? A viewpoint on the influence of sustainability and accounting education on future managers’ processing of sustainability information. Journal of Global Responsibility, 5(1), 55-67.
Lusardi, A.M, Mitchell, O.S. & Curto, V. (2010). Financial Literacy among the young: Evidence and Implications for Consumer Policy. The Journal of Consumer Affairs, 44(2), 358 – 380.
Samkin, G., Low, M. & Taylor, J. (2012). Incorporating Financial Literacy into the Secondary School Accounting Curriculum: A New Zealand Perspective. Australasian Accounting, Business and Finance Journal, 6 (3), 5-30.