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Minnesota presentation

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Here is a first draft of my Minnesota PP. I'd like to get the PSA to play and I'd like to have Sha Na Na playing on the Little Red Riding Slide.

Here is a first draft of my Minnesota PP. I'd like to get the PSA to play and I'd like to have Sha Na Na playing on the Little Red Riding Slide.


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Transcript

  • 1. Creating Critical Classrooms:Lessons Learned
    Jerome C. Harste
    Professor, Emeritus
    Literacy, Culture & Language Education
    Indiana University
  • 2.
  • 3.
  • 4. Critical Literacy: Front & Center*Here is why…
  • 5. Critical Literacy: Front & Center
    “Truth no longer exists, what
    matters these days….is what
    stories you spin.”
    Colin Lankshear
  • 6. “We have to beware of
    Orwellian speech –
    Bush’s Clean Air Act
    Is a license to pollute.
    His Healthy Forest
    Initiative is a license to
    Log national forests.”
    “Frames trump facts.”
    George Lakoff
  • 7. “The screen is overtaking the page
    In terms of the major vehicle of
    communication.”
    Gunter Kress
  • 8. “Kids are learning more
    about what it means to be
    literate outside of school
    than in school.”
    -- James Paul Gee
    .
  • 9. Marjorie Siegel
    “Curricula, despite all of our multimodal understandings, are
    still way to verbocentric.”
  • 10. “In today’s environment if you don’t
    have critical literacy you are a sucker,
    you are going to end up in debt, you
    are going to end up on the streets, you
    are going to sign up with the first bank
    that offers you a crummy mortgage, you
    are going to wind up with a big Visa card
    debt, you are going to buy everything
    that is pushed your way.”
    Alan Luke
  • 11. Barbara Comber’s definition of ‘Critical Thinking’
    “…the use of language in powerful ways to get things done in the world, to enhance everyday life in schools and communities, and to question practices of privilege and injustice.”
  • 12. “By analyzing visual information and
    teaching students to do the same, we
    provide them with needed tools to
    interrogate the very lifestyles they are
    being sold and to questions those bills
    of goods.”
  • 13. “The goal of critical literacy is tocreate students who are agentsof text
    rather than victims of text.”
  • 14. “Texts have designs on you.”
    Hilary Janks
  • 15. “Inscribed Goats” Watercolor collage 12” x 16” 2010
  • 16. Critical Literacy: Think Social Practices
  • 17. “Everyday texts need to be a
    regular part of the English
    language Arts classroom,
    not just for adolescents, but
    for children from preschool on.”
    Vivian Vasquez
  • 18. “There are multiple literacies.
    What is important is what
    social practices are in place as
    that determines which literacies
    we value and which literacies we
    don’t really value much.”
    --Brian Street
  • 19. “I see curriculum as a metaphor
    for the lives you wish to live
    and the people you want to be.”
    “Live on a daily basis the
    curriculum you are advocating.”
  • 20. Center for Inquiry
    Indianapolis
  • 21. Mount Saint Vincent University
    Halifax, Nova Scotia
    Master of Arts, Critical Literacy
    Toronto, Ontario Program
  • 22. Critical Literacy: Curricular Resources*Children’s Literature isa good place to start
  • 23. Multicultural, International, &Social Issue Books
    http://mypage.iu.edu/~harste
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39.
  • 40.
  • 41.
  • 42.
  • 43.
  • 44.
  • 45. Critical Literacy: Making the Familiar Strange*Enjoy, Dig Deeply, Talk Back
  • 46. Peggy I want Sha-Na-Na’s
    Little Red
    Riding Hood to play here via a
    Click.
  • 47.
  • 48. Remix Fairly Tales
    Critical Literacy: Curricular Resources*Making the Familiar Strange
    e
  • 49. Pat Smith’s I Like, I Dislike Strategy
    4 Columns
  • Linda Christensen’s Target-Perpetrator-
    Bystander-Ally Strategy
    4 Columns
    *Target
    *Perpetrator
    *Bystander
    *Ally
  • 53. Thinking Deeply
    About Everyday
    Texts*
    .
    *Who wrote this text?
    • Why was this text
    written?
    *Who is it written for?
    *Whose voices are not
    included? Or what
    wasn’t said?
    *How could it be?
    *An example of a curricular
    invitation.
  • 54. Saying & Thinking Post-It
    Note for:
    The music teacher
    The music student
    The parent listening
    and waiting for his kid to
    finish up.
  • 55. “Curriculum should be
    written in pen, never
    in pen.”
  • 56. Expanding What Countsas Literacy
  • 57. http://www.ted.com/talks/jr_s_ted_prize_wish_use_art_to_turn_the_world_inside_out.html
  • 58. Using Art to Change the World
  • 59.
  • 60.
  • 61.
  • 62.
  • 63. Have
    A
    Blast!!!
  • 64. Billboards for the rich,
    Spray cans for the poor.
  • 65.
  • 66. Jacob Lawrence
    “The Glory of Expression”
  • 67. Because I believe teacher can’t do for children
    what they haven’t done for themselves:
    Invitation: Using Jacob Lawrence as your
    model, create a piece of art that makes a
    statement about the direction you think
    literacy and literacy education needs to
    be takiing.
  • 68. A complete discussion of
    Critical Literacy has to
    Include:
    *A Theory of Dominance
    *A Theory of Access
    *A Theory of Diversity
    *A Theory of Re-Design
  • 69. Gallery Walk: Making It Public
  • 70. Introductory frames of two PSAs,
    Created Collaboratively and Focused on Social Issues.
  • 71. “Language Study” Broadly Defined*What do various communicationsystems afford?
  • 72. Cultural Models
  • 73. Frames
  • 74.
  • 75.
  • 76. .
    Ideal
    Ideal
    Here
    & Now
    and Now
    Focus
    New
    Real
    Real
    Gaze
    Vectors
    Colors
    Exaggeration
  • 77.
  • 78.
  • 79. Conclusion