Critical Literacy

2017 ◽  
Author(s):  
Vivian Maria Vasquez
Keyword(s):  
Critical Literacy ◽  
Teaching And Learning ◽  
New Technologies ◽  
Literacy Practices ◽  
Just World ◽  
Theoretical Orientations ◽  
Student Demographics ◽  
Literacy Teaching ◽  
Time Space ◽  
New Directions

Changing student demographics, globalization, and flows of people resulting in classrooms where students have variable linguistic repertoire, in combination with new technologies, has resulted in new definitions of what it means to be literate and how to teach literacy. Today, more than ever, we need frameworks for literacy teaching and learning that can withstand such shifting conditions across time, space, place, and circumstance, and thrive in challenging conditions. Critical literacy is a theoretical and practical framework that can readily take on such challenges creating spaces for literacy work that can contribute to creating a more critically informed and just world. It begins with the roots of critical literacy and the Frankfurt School from the 1920s along with the work of Paulo Freire in the late 1940s (McLaren, 1999; Morrell, 2008) and ends with new directions in the field of critical literacy including finding new ways to engage with multimodalities and new technologies, engaging with spatiality- and place-based pedagogies, and working across the curriculum in the content areas in multilingual settings. Theoretical orientations and critical literacy practices are used around the globe along with models that have been adopted in various state jurisdictions such as Ontario, in Canada, and Queensland, in Australia.

scholarly journals Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University

2019 ◽  
Vol 21 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Maria Catalina Gómez Jiménez ◽  
Claudia Patricia Gutierrez
Keyword(s):  
Social Change ◽  
Foreign Language ◽  
University Students ◽  
Focus Groups ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Language Teaching ◽  
Language Skills ◽  
Private University

This paper describes the process English as a foreign language university students and their teacher underwent when engaging in critical literacy practices. Interviews, focus groups, questionnaires, students’ artifacts, and the teacher’s journal were used to collect data in this study. Findings suggest that when students engage in critical literacy practices, they are prone to reflect on the power they have as agents of social change, while developing language skills. However, teachers should be ready to encounter some resistance from students and to struggle with the incorporation of critical perspectives in their lessons, which is understandable considering the emphasis grammar mastering has traditionally had on language teaching and learning.

scholarly journals Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
Natalie Khan
Keyword(s):  
Higher Education ◽  
Transactional Leadership ◽  
Teaching And Learning ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Leadership Theory ◽  
Leadership Theories ◽  
Student Demographics ◽  
Leadership Strategy ◽  
Adaptive Leadership Theory

<p class="3">Higher education institutions operate in a complex environment that includes influence from external factors, new technologies for teaching and learning, globalization, and changing student demographics to name a few. Maneuvering such complexity and change requires a leadership strategy that is flexible and supportive. This paper reviews two leadership theories in reference to this need: adaptive leadership theory and transactional leadership theory. Three conceptual categories of environmental readiness, leadership complexity, and followers’ motivation are used as points of comparison for each theory. A recommendation is made for leadership strategy in higher education institutions based on this comparison.</p>

Critical Literacy in East Asian Literacy Classrooms

2012 ◽  
Vol 11 (1) ◽  
pp. 131-144 ◽  
Author(s):  
So Jung Kim
Keyword(s):  
Empirical Study ◽  
East Asia ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
East Asian ◽  
Literacy Curriculum ◽  
Western Countries ◽  
Literacy Teaching ◽  
Fundamental Goal ◽  
The World

AbstractIn this non-empirical study I examine the significance of implementing a critical literacy curriculum into East Asia literacy classrooms, focusing on the Korean and the Vietnamese context. Although critical literacy is not a new issue in most countries, no study has been published about critical literacy in East Asia countries. The fundamental goal of this study is to provide a more democratic vision for literacy teaching and learning to teachers, educators and policymakers, especially in East Asia countries. This study will be beneficial not only for teachers in East Asia, but also for Western countries that still need more knowledge to develop appropriate usage of critical literacy throughout the world.

scholarly journals Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies

2021 ◽  
Vol 14 (1) ◽  
pp. 249-263
Author(s):  
Anne Murray-Orr ◽  
Jennifer Mitton
Keyword(s):  
Critical Literacy ◽  
Culturally Relevant Pedagogy ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Learning Activities ◽  
Eastern Canada ◽  
Middle Years ◽  
Relevant Pedagogy

Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking about knowledge and knowledge construction as one key aspect of their culturally relevant pedagogy.

Pathways to Critical Literacy Leadership: An Examination of a Cohort Model of Professional Development

2021 ◽  
pp. 238133772110246
Author(s):  
Rebecca Rogers ◽  
Martille Elias ◽  
Melinda Scheetz
Keyword(s):  
Professional Development ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cohort Model ◽  
Urban District ◽  
Literacy Leadership ◽  
The University ◽  
Study Participants ◽  
The Impact

As faculty at a land-grant university, we wanted to better understand the complexity of and pathways toward critical literacy leadership among educators. Specifically, we asked: What forms of critical literacy leadership become visible when educators participate in a cohort model of literacy professional development? Thirty educators enrolled across four different literacy cohorts at the university participated in this case study. Participants were diverse in their teaching experiences, racial identity, teaching placement, and literacy expertise. Participants shared similar geo-political-educational realities as they were all a part of the same large, urban district. Survey data, interviews, teaching and learning documents, and categorical data were analyzed in overlapping phases. Descriptive statistics were generated. Four themes related to critical literacy leadership surfaced from interviews using constant comparative methods: brokering equitable literacy practices, negotiating tensions, sharing/strengthening existing literacy practices, and imagining the futurity of literacy leadership. Educators offered complex portraits of critical literacy leadership in various spaces—often leading through learning. Participants’ voices highlighted the impact literacy leaders have on transformative, grassroots efforts toward change.

scholarly journals New Approaches to Literacy: Multiliteracies, Functional and Critical Pedagogy

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Nguyen Thi Kim Chi
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Modern Society ◽  
Literacy Education ◽  
Linguistic Knowledge ◽  
Language And Literacy ◽  
Literacy Teaching ◽  
The World

This paper aims to introduce a new perspective on literacy (reading and writing) as a result of our ever-changing world, i.e. multiliteracies. In the social setting where information and communication technology is developing rapidly and effective communication requires more than mastering linguistic knowledge, traditional literacy is no longer appropriate. Accordingly, traditional literacy teaching practices are not adequate to meet the needs of the modern society. Therefore, calls for reforms in literacy teaching and learning have been supported in many countries. Functional and Critical pedagogies are being increasingly applied throughout in the world. However, little attention to these pedagogies have been paid in Vietnam. This paper attempts to call for a change in literacy education in Vietnam by introducing contemporary approaches to literacy applied in the world with the purpose of providing teachers with more pedagogical choices in their classrooms in an effort to improve students’ literacy competence, which can help them integrate well into the globalized world of knowledge era. Keywords Literacy, Multiliteracies, Functional pedagogy, Critical pedagogy References Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L., Literacies (Second edition), Cambridge University Press, Port Melbourne, VIC, Austalia, 2016.[2] Hyland, K., Teaching and researching writing (Third edition), Routledge, New York, London, England, 2016.[3] Anstey, M., & Bull, G., Helping teachers to explore multimodal texts. Curriculum Leadership Journal, 2010. Retrieved from http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141[4] Perry, K. H., What Is Literacy? -A Critical Overview of Sociocultural Perspectives. Journal of Language and Literacy Education 8, (2012) 50.[5] Pham, T. T. H., Một số đề xuất để đổi mới dạy học đọc hiểu văn bản trong nhà trường phổ thông. Tạp chí Khoa học 56, (2014) 166.[6] Infonet, Cách dạy văn hiện nay tạo cho học sinh thói nói dối (Today's literacy edcation gets students into the habit of 'telling lies'), 2014. Retrieved from https://infonet.vn/cach-day-van-hien-nay-tao-cho-hoc-sinh-thoi-noi-doi-post128772.info[7] Baomoi.com., Cô giáo bày tỏ ước mong thoát khỏi cách dạy Ngữ văn nhồi nhét chạy theo thi cử (A teacher's desire for 'escaping' from transmission pedagogy of literacy), 2018. Retrieved from https://baomoi.com/co-giao-bay-to-uoc-mong-thoat-khoi-cach-day-ngu-van-nhoi-nhet-chay-theo-thi-cu/c/26099668.epi[8] Derewianka, B., & Jones, P., Teaching language in context, ERIC, 2016.[9] Kim, S. J. (2012). Critical literacy in East Asian literacy classrooms. Perspectives on Global Development and Technology 11, (2012) 131.

Positioning Adolescents in Literacy Teaching and Learning

2018 ◽  
Vol 50 (4) ◽  
pp. 446-477 ◽  
Author(s):  
Katherine K. Frankel ◽  
Susan S. Fields ◽  
Jessica Kimball-Veeder ◽  
Caitlin R. Murphy
Keyword(s):  
Teaching And Learning ◽  
Literacy Practices ◽  
Classroom Community ◽  
Positioning Theory ◽  
Public High School ◽  
Secondary Literacy ◽  
Literacy Teaching ◽  
12Th Grade ◽  
School Classroom ◽  
High School Classroom

Secondary literacy instruction often happens to adolescents rather than with them. To disrupt this trend, we collaborated with 12th-grade “literacy mentors” to reimagine literacy teaching and learning with 10th-grade mentees in a public high school classroom. We used positioning theory as an analytic tool to (a) understand how mentors positioned themselves and how we positioned them and (b) examine the literacy practices that enabled and constrained the mentor position. We found that our positioning of mentors as collaborators was taken up in different and sometimes unexpected ways as a result of the multiple positions available to them and institutional-level factors that shaped what literacy practices were and were not negotiable. We argue that future collaborations with youth must account for the rights and duties of all members of a classroom community, including how those rights and duties intersect, merge, or come into conflict within and across practices.

scholarly journals Affinity Spaces and Ecologies of Practice: Digital Composing Processes of Pre-service English Teachers

2014 ◽  
Vol 16 (1) ◽  
pp. 34 ◽  
Author(s):  
Patrick Howard
Keyword(s):  
Communication Systems ◽  
New Technologies ◽  
Literacy Practices ◽  
English Education ◽  
Meaning Making ◽  
Cultural Literacy ◽  
Student Experiences ◽  
Traditional Schools ◽  
Education Students ◽  
Unique Experience

English educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators  must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies.

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