scholarly journals An Analysis of Critical Literacy in Featured Manuscripts Appearing in Two Major Literacy Journals (2011-2020)

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Kathleen A. Gormley ◽  
Peter McDermott
Keyword(s):  
School Districts ◽  
Language Arts ◽  
Critical Literacy ◽  
Elementary Classrooms ◽  
Literacy Education ◽  
Cultural Perspectives ◽  
Teachers Professional Development ◽  
Reading Teacher ◽  
Professional Teaching ◽  
Source Of Information

Literacy journals provide an important resource for teachers’ professional development. Although school districts offer in-service education for their faculty and teachers often attend conferences and workshops sponsored by professional teaching organizations, journal reading remains an important source of information for teachers’ ongoing learning. In this study we examined what elementary teachers would learn about teaching critical literacy from reading major journals in literacy education. Critical literacy served as our focus because of the increasing importance of readers knowing how to recognize political, social and cultural perspectives embedded in the texts that they read. Content analysis served as our research method in which all volumes of The Reading Teacher and Language Arts published between 2011 and 2020 were examined. Results yielded 20 manuscripts meeting our criteria, and these clustered into two categories: (1) manuscripts describing effective critical literacy projects in elementary classrooms; (2) manuscripts discussing the use of children’s literature for teaching critical literacy. Given recent national events relating to racial and ethnic injustice throughout the country, we recommend that literacy journals place greater emphasis in publishing manuscripts that help teachers include a critical literacy lens into the lessons they teach children.

scholarly journals Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Language Arts ◽  
Critical Literacy ◽  
English Language ◽  
Research Study ◽  
Literacy Skills ◽  
Transformative Pedagogy ◽  
Individual Interviews ◽  
Teaching For Social Justice

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.

“I Want Them to Feel the Fear…”

Gamification ◽  
2015 ◽  
pp. 2196-2211
Author(s):  
Clifford H. Lee ◽  
Antero D. Garcia
Keyword(s):  
Los Angeles ◽  
New Media ◽  
Language Arts ◽  
Critical Literacy ◽  
Video Game ◽  
English Language Arts ◽  
English Language ◽  
Computational Thinking ◽  
Multimodal Texts ◽  
Video Game Design

By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing traditional English language arts instruction and skills proposed by state and federal standards. In this chapter, the authors propose how the development of computational literacies through multimodal writing and video game design can help guide critical and academic development in an inner-city Los Angeles public school. In a research project where high school youth designed and created (programmed) a video game about an issue significant in their lives, students demonstrated their critical computational literacies, a concept that blends the critical consciousness of critical literacy and the skills and concepts behind computational thinking. Critical computational literacy offers the ability to integrate two seemingly divergent fields. By using these new media tools, students developed a more expansive and sophisticated way to communicate their ideas. This has significant possibilities for the English Language Arts, where most K-12 state standards still relegate students' literacies to over-indulgence of traditional means of reading and writing of text. In an ever-evolving culture that increasingly places more significance on visual, auditory, and textual stimuli through multimodal media on computers and mobile devices (Hull & Nelson, 2005; Jenkins, 2006; Kress, 2010), schools must educate students to critically “read” messages in the media, and in turn become effective producers of these tools of communication (Alvermann, et al., 1999; Margolis, 2008; Morrell, 2008). This research shows students engaged in deep, reflective processes in the production of their multimodal texts.

scholarly journals ‘Dragging Seventy Little Plaits of Her Across the Land of the Altai’: Haircare, Hairstyles, and Hair Ornaments of the Southern Altaians from Historical and Cultural Perspectives

2021 ◽  
Vol 42 (2) ◽  
pp. 31-48
Author(s):  
Tereza Hejzlarová ◽  
Martin Rychlík
Keyword(s):  
Social Role ◽  
Relevant Literature ◽  
Field Research ◽  
Cultural Perspectives ◽  
The Past ◽  
Human Universals ◽  
The World ◽  
Source Of Information ◽  
Historical Periods ◽  
Over Time

This study deals with haircare, hair ornaments, hairstyles, and hairrelated rituals of the Southern Altaians (Altai Kizhi, Telengits) and their development over time. Haircare has played an important role in Altaian society for centuries. It has been a ritual symbol, an indicator of gender, age, marital or social status. In context, hair has played a significant cultural and social role across societies and historical periods around the world. For this reason, haircare has also been sometimes included among the so-called cultural or human universals, i.e. phenomena that are common to all known human cultures in time and space. The source of information for this study was the authors’ own field research, relevant literature and visual sources documenting the broader context of haircare. The issue is viewed from historical and cultural perspectives, with the main focus on the current haircare of the Altaian people in connection with changes compared to the past. The study focuses on selected phenomena that proved to be the most important in the field research in terms of their existence and the role they currently play in Altaian society. It does not therefore aim to cover the full breadth of the topic, but leaves room for further research on sub-topics.

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