Critical Reading, Critical Literacy, and Critical Classrooms

2022 ◽  
pp. 1-23
Author(s):  
Melissa Summer Wells ◽  
Jennifer D. Morrison ◽  
Julia M. López-Robertson
Keyword(s):  
Preservice Teachers ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Critical Reading ◽  
Read Alouds ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Multicultural Children's Literature ◽  
Unique Power

Critical reading and critical literacy are skills that preservice teachers need to cultivate not only in their future students, but also in their own literacy practices. Picturebooks have the unique power to facilitate critical reading and critical literacy with preservice teachers. This chapter analyzes critical reading, critical literacy, and the power of picturebooks and then presents three approaches for using picturebooks to develop critical reading and critical literacy skills with preservice teachers: (1) field-based coursework with multicultural children's literature, (2) analyzing voices and perspectives in read-alouds, and (3) analyzing wordless picturebooks. Through intentional use of picturebooks in educator preparation programs, preservice teachers can gain the expertise necessary to use picturebooks to craft their own critical classrooms.

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.

Introductory Critical Literacy Practices for Urban Preservice Teachers

2008 ◽  
Vol 4 (4) ◽  
pp. 330-348
Author(s):  
Wendy B. Meller ◽  
J. Amos Hatch
Keyword(s):  
Preservice Teachers ◽  
Critical Literacy ◽  
Literacy Practices

Technology in Education, Win or Fail?

2022 ◽  
pp. 243-266
Author(s):  
Elizabeth Gound
Keyword(s):  
Digital Literacy ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Technology In Education ◽  
Digital Literacies ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Integration Of Technology ◽  
Technology Instruction ◽  
Educator Preparation Program

Educator preparation programs and institutional polices should provide background knowledge and experience with digital literacies and emerging technologies in coursework and strategies. The emphasis on the integration of technology instruction is relevant in the literature today. This chapter will explore the intersections and disjunctures between digital literacy practices in an educator preparation program and personal digital literacy use from a recent study that examined the digital literacies of six teacher educators. The chapter will be organized into sections, examining technology tools, digital interactions, and online resources applied classrooms.

Living and Co-constructing Liminal Pathways for Latinx Preservice Teachers

2018 ◽  
Vol 19 (3) ◽  
pp. 222-230
Author(s):  
Mary Esther Soto Huerta
Keyword(s):  
Preservice Teachers ◽  
Latin America ◽  
Teacher Preparation ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Social Representation ◽  
Social Value ◽  
Linguistic Knowledge

Teacher preparation curriculums must consider the increasing multilingual student representation in our schooling systems. In Latin America, the publication of libros cartoneros reveals agentic movements toward democratizing uses of literacy through self-representation and social representation, disrupting power-laden assumptions about literacy. The process of creating libros cartoneros enabled preservice teachers to engage critical literacy practices in previously unthought ways as they flexibly and freely drew from their deep conceptual, cultural, and linguistic knowledge to create books constructed of recycled cardboard. The process constructed liminal, hybrid positions, and understandings within/for/by preservice teachers about what counts as literacy and holds social value.

scholarly journals Explore for More: Enhancing Students’ Literacy through a School-Family-University Partnership

2018 ◽  
Vol 6 (3) ◽  
pp. 9
Author(s):  
Megan Parker Peters ◽  
Jeanne Gilliam Fain ◽  
Sarah Duncan
Keyword(s):  
Elementary Students ◽  
Culturally Diverse ◽  
Reading Skills ◽  
Literacy Skills ◽  
Literacy Program ◽  
Community Groups ◽  
Preparation Programs ◽  
Educator Preparation ◽  
University Partnership ◽  
Future Plans

Many educator preparation programs desire to partner with P-12 and community groups. The authors showcase the development of a P-12 School-University-Family partnership. Partnership goals included literacy growth and interest among linguistically and culturally diverse P-12 learners while also providing a sustainable training ground for current and future educators. Instead of decreasing students’ literacy skills over the summer months, elementary students (n=40) experienced growth in both reading skills and enjoyment (p < 0.05) after participating in the discussed summer literacy program. Beyond student benefits, it should be remembered that both educator preparation programs (EPPs) and P-12 schools have much to offer each other and benefit reciprocally when they work together; methods for forming and sustaining a productive partnership are discussed. Recommendations for sustainability and future plans are discussed.

Critical Literacy Programs: Can Business Literacy be a Catalyst for Economic and Social Change?

2011 ◽  
Vol 31 (2) ◽  
pp. 184-198 ◽  
Author(s):  
Canan Corus ◽  
Julie L. Ozanne
Keyword(s):  
Social Change ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Well Being ◽  
Literacy Skills ◽  
Literacy Programs ◽  
Actual Performance ◽  
Socially Constructed ◽  
The Social ◽  
The Status

While literacy is widely believed to be a driver of well-being and economic development, the actual performance of many literacy programs fails to deliver on these promises. Many existing literacy programs are based on an autonomous model of literacy, which assumes that literacy skills are ideologically neutral and can be easily applied, regardless of the social context. Yet literacy practices are socially constructed and can serve to reinforce the status quo and existing interests or these practices can be used to challenge inequities and inspire social change. An ideological model of literacy is used to critique a range of literacy programs that employ livelihood training and various forms of business literacy. Finally, the role of business literacy practices as an impetus for change is explored.

Examining the Status of Transition-Focused Content Within Educator Preparation Programs

2017 ◽  
Vol 41 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Mary E. Morningstar ◽  
Kara A. Hirano ◽  
L. Danielle Roberts-Dahm ◽  
Natalie Teo ◽  
P. Jeannie Kleinhammer-Tramill
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
National Sample ◽  
Future Research ◽  
Preparation Programs ◽  
Secondary Educators ◽  
Educator Preparation ◽  
Student Transition ◽  
The Status ◽  
The Impact

Almost two decades since the last study of how educator preparation programs (EPPs) offer transition-related content to preservice teachers, this study sought to understand if the educator preparation landscape has changed. Given the impact of well-prepared secondary educators on student transition outcomes, reexamining the status of transition-related content within teacher education was warranted. Thus, the primary purpose of this study was to query a national sample of EPPs regarding the specific transition content provided and methods for conveying transition content to preservice teacher education students. Results indicated that small changes have occurred over time, with most programs reporting positive perspectives regarding the level of preparation among program graduates. However, the capacity of EPPs to offer high quality and evidence-based transition content appears to be inconsistent. This study emphasizes the need for future research, as well as improved practice within EPPs.

Implications of Preservice Teachers' Perceptions of the Visual Arts for Educator Preparation

2021 ◽  
Vol 2 (2) ◽  
pp. 10-28
Author(s):  
Adam I. Attwood
Keyword(s):  
Preservice Teachers ◽  
Teacher Perceptions ◽  
Fine Arts ◽  
The United States ◽  
Public University ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Teachers Perceptions ◽  
The Arts ◽  
Art Course

This study addresses preservice teacher perceptions of their experience with the arts. Implications are explored for how educator preparation programs might address an art course for generalist or multiple-subject teachers. This study adds to the literature on perception of art from K-8 generalist multiple-subject teachers by applying a discourse analysis to a survey of preservice teachers' (n = 37) perceptions of their experience with art in school. The survey was administered at a public university in the United States with questions asking participants to briefly explain their perceptions and experiences with the fine arts and how the fine arts are integrated into teaching practices. This study addresses the following question: How do preservice elementary teachers conceptualize the fine arts? Recommendations are made for educator preparation programs.

Born a Culturally Responsive Educator: A Conversation With Dr. Cathy Kea

2021 ◽  
pp. 105345122110510
Author(s):  
Vita L. Jones ◽  
Kyle Higgins ◽  
Randall Boone
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Multicultural Education ◽  
General Education ◽  
Culturally Responsive ◽  
State University ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Responsive Instruction ◽  
Urban Classrooms

Dr. Cathy Kea is a professor of special education in the Department of Educator Preparation at North Carolina A&T State University. Dr. Kea’s research interests focus on the intersection among general education, special education, and multicultural education, which she has labeled “a trilogy to be transformed.” Her current research focuses on preparing preservice teachers to design and deliver culturally responsive instruction in urban classrooms as well as providing methods, materials, and philosophy to educator preparation programs (e.g., via syllabi, lesson plans, lectures).

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