Minnesota presentation

1,257 views

Published on

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.

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,257
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Minnesota presentation

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

×