Transmediation of Art, Reading, and Writing: Using Sketch Journals for Critical Literacy and Reflective Learning

2018 ◽  
Vol 13 (2) ◽  
pp. 11-26
Author(s):  
Mi-Hyun Chung
Keyword(s):  
Critical Literacy ◽  
Reflective Learning ◽  
Reading And Writing

scholarly journals Aportes al desarrollo de competencias de lectura y escritura crítica en el Nivel Básico de la República Dominicana / Contribution to the developement of critical reading and writing competences at the elementary school Level in the Dominican Republic

2014 ◽  
Vol 8 (16) ◽  
pp. 23-30
Author(s):  
Liliana Montenegro
Keyword(s):  
Elementary School ◽  
Dominican Republic ◽  
Critical Literacy ◽  
School Level ◽  
Paradigm Change ◽  
Critical Reading ◽  
Reading And Writing ◽  
Life Long Learning ◽  
Critical Understanding

Este artículo postula la necesidad de un cambio de paradigma para enfrentar la crisis de la lectura y de la escritura que vivimos actualmente. Propone asumir la alfabetización como un proceso de comprensión crítica y de aprendizaje a lo largo de toda la vida y resalta los programas, investigaciones y publicaciones que un equipo de lingüistas y educadores de la Pontificia Universidad Católica Madre y Maestra (PUCMM) viene realizando en los últimos veinticinco años para colaborar con el desarrollo de la alfabetización crítica en el país.AbstractThis article states the need for a paradigm change in order to confront the reading and writing crisis we are suffering in today’s world. The author proposes that the process of becoming literate be understood as a development of critical understanding and life-long learning. In this regard, the article highlights the programs, research and publications that a team of linguists and educators from Pontificia Universidad Católica Madre y Maestra (PUCMM) has been carrying out in the last twenty-five years in order to collaborate with the development of critical literacy in the Dominican Republic.

“Speaking Up” and “Speaking Out”: Examining “Voice” in a Reading/Writing Program with Adolescent African Caribbean Girls

1998 ◽  
Vol 30 (2) ◽  
pp. 233-252 ◽  
Author(s):  
Annette Henry
Keyword(s):  
Critical Literacy ◽  
Writing Workshop ◽  
Literacy Skills ◽  
Speaking Up ◽  
Black Feminist ◽  
Reading And Writing ◽  
Speaking Out ◽  
African Caribbean ◽  
Participatory Literacy ◽  
And Gender

This account examines three significant moments in a weekly reading and writing workshop in order to reflect on the problematic notion of “coming to voice” for African Caribbean girls aged 14 to 15. The author discusses the process as both a program and a research inquiry. The aim of the inquiry was to explore some academic, social, and affective concerns for girls of this age. Program objectives included introducing culturally and gender-relevant curricula as well as facilitating critical literacy skills. The research is framed from a critical Black feminist perspective. The design was qualitative. Ethnographic methods were used (audiotaped transcriptions of fieldnotes of workshop activities, formal and informal student interviews, and student journal writings). The author concludes by sharing how the inquiry taught her some salient lessons in listening to research participants' voices and in the politics and ethics of participatory literacy inquiries.

scholarly journals Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of

2019 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
Anitha Thalib Mbau ◽  
Bambang Sugeng
Keyword(s):  
Critical Literacy ◽  
New Approach ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Development Of Students

<p><em>This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sources and activities to support the development of students’ critical literacy. After that, it describes some challenges for implementing critical literacy in ELT in the Indonesian context briefly. Finally, it offers conclusions on the important points of the topic. </em><em></em></p>

scholarly journals Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies

2010 ◽  
Vol 27 (2) ◽  
pp. 51
Author(s):  
Theresa Hyland
Keyword(s):  
Individual Differences ◽  
Effective Teaching ◽  
Case Studies ◽  
Critical Literacy ◽  
Teaching Strategies ◽  
Subsequent Development ◽  
Reading And Writing ◽  
Writing Practices ◽  
Effective Teaching Strategies ◽  
Comprehensible Input

Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.

scholarly journals Evaluation of the Literacy and Numeracy Screening Program in Three Types of National Primary Schools in Malaysia

2018 ◽  
Vol 2 (5) ◽  
Author(s):  
Fong Peng Chew
Keyword(s):  
Critical Literacy ◽  
Primary Schools ◽  
Screening Program ◽  
Literacy Skills ◽  
Writing Proficiency ◽  
Ministry Of Education ◽  
Family Socioeconomic Status ◽  
Reading And Writing ◽  
Chinese School ◽  
Writing Tests

Literacy and numeracy screening (LINUS) is a program implemented by the Malaysia Ministry of Education in primary schools nationwide to increase literacy skills of students in year 1–3. This study aimed at assessing the LINUS program implemented since 2010. Model of Critical Literacy by Freebody and Luke (1990) was applied in this study. Reading and writing tests for Malay language subject were developed from the module of LINUS program and conducted on 120 students from three different types of schools, namely national schools, national-type Chinese schools, and national-type Tamil schools. The results showed that the level of reading and writing of students was average. One-way analysis of variance tests showed significant differences between ethnic and type of schools with the reading and writing proficiency of the students; students of national schools scored the highest in reading test whereas the students of national-type Chinese school performed the best in writing test. In contrast, family socioeconomic status of the students did not influence their reading and writing proficiency. Therefore, teachers should take into account ethnic and type of schools in implementing the LINUS program as the main factors determining the level of literacy, achievement, and success of the LINUS program.

scholarly journals Mecanismos para o desenvolvimento do letramento crítico (visual) no livro didático de inglês

2020 ◽  
Vol 73 (1) ◽  
pp. 79-108
Author(s):  
Daiane Aline Kummer ◽  
Graciela Rabuske Hendges
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Literacy ◽  
Visual Literacy ◽  
Analytical Framework ◽  
Critical Discourse ◽  
Active Citizenship ◽  
Functional Grammar ◽  
Systemic Functional Grammar ◽  
Reading And Writing

In this study we explore the concept of critical (visual) literacy through the analysis of an English as an additional language textbook approved by the Brazilian National Textbook Program (Programa Nacional do Livro Didático). Based on an analytical framework that combines systemic functional grammar (HALLIDAY, 1994; HALLIDAY; MATTHIESSEN, 2014), critical discourse analysis (FAIRCLOUGH, 1992b, 2003) and the notion of types of reasoning and of practices (ROJO, 2004; 2009; TRIVISIOL, 2017), we analyzed 132 reading and writing activities. We elaborated a continuum of types of reasoning and of practices that range from decodification to critical literacy and found that a significant amount of activities in the textbook explore critical literacy (51 – 38,6%). We evaluate this result positively, but suggest that the activities need to explore a wider range of reasonings and of practices to promote critical literacy for active citizenship.

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