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"That was Basically Me": Critical Literacy, Text, and Talk
1. “That was Basically Me”: Critical Literacy, Text, and Talk.J. Wilson & T. TroppLaman
2. Seeing the Bigger Picture “Knowing in part may make a fine tale, But wisdom comes from seeing the whole (p.40).” Often in classrooms, reading, analysis and synthesis take place in isolation. Students at the elementary and middle school level rarely engage in “authentic dialogue.” Wilson and TroppLaman suggests that students miss key opportunities to engage in critical analysis when text is only read individually.
3. Building a classroom dialogue centered on Critical Literacy Wilson and TroppLaman findings on the on the effectiveness of group discussion in fostering critical literacy skills were based on the classroom observations of K. Pierce, a sixth grade teacher who integrated issues of social domination into her standard curriculum.
4. Addressing the Tough Issues How do you incorporate topics of social domination in your classroom? Racism Poverty Discrimination Immigration War
5. Pierce used a variety of resources to introduce her students to issues of power in society. Social action projects Poverty simulations Museum trips Multiculutral Social Issues books Examples of books addressing social issues
7. Link Between Social Issue books and Critical Literacy Books that address social issues provide a foundation in which students can begin to address controversial topics in an environment where their opinion is respected and validated. “Literature discussions are one curricular structure that provides support for students’ dialogues with their peers (p.41).” Authentic dialogue is when students are allowed to talk freely about the text in order to build further meaning. It creates a space for critical conversations.
8. Critical Literacy through Discussion Exploratory Talk Talk characterized by uncertain phrasing and circuitous threads as students attempt to work through their interpretation in collaboration. Allows students to engage with the text on a personal level When do you allot time for exploratory talk in your classroom? How do you facilitate it? Groups, pair-share, guided questions, etc.
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11. Issues that surfaced from the students’ discussion focused on the credibility and validity of the text.
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13. Facilitating Classroom Discussions In order to develop a curriculum of critical literacy focused on students’ analysis strength consider the following questions: What personal connections are students making to the text? What questions are they asking of each other and of the text? In what ways are they identifying or empathizing with the characters’ plight? In what ways are they critiquing the text and the world? What are the conversational exchanges (who’s speaking)?
14. “That was Basically Me” Utilizing Exploratory talk during literature discussions validates students’ talk and aids in the development of critical literacy skills. Resources: Breaking Barriers, Building Bridges: Critical Discussion of Social Issues Lesson Plan Critical Media Literacy: Commercial Advertising
