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Mini Lessons that Promote Critical Literacy with Social Justice Minded Gifted Students
- 2. WHAT IS CRITICAL LITERACY? • TEACHING STUDENTS TO READ DEEPLY TO IDENTIFY ISSUES OF POWER, INJUSTICE, PRIVILEGE AND POSITIONING WITHIN TEXT • FURTHER, TEACHERS ENCOURAGE STUDENTS TO UNDERSTAND THEIR PREVALENCE AND CHALLENGE THESE SOCIETAL NORMS AS UNJUST
- 3. THE GUIDED COMPREHENSION DIRECT INSTRUCTION FRAMEWORK (MCLAUGHLIN & ALLEN, 2002A) • EXPLAIN WHAT THE CRITICAL LITERACY STRATEGY IS AND HOW IT WORKS. • DEMONSTRATE THE STRATEGY, USING A THINK-ALOUD, A READALOUD, AND AN OVERHEAD PROJECTOR OR CHALKBOARD. • GUIDE THE STUDENTS TO WORK IN SMALL GROUPS OR WITH PARTNERS TO CREATE RESPONSES. • PRACTICE BY HAVING STUDENTS WORK WITH PARTNERS OR INDEPENDENTLY TO APPLY THE CRITICAL LITERACY STRATEGY. • REFLECT ON HOW THE STRATEGY HELPS STUDENTS READ FROM A CRITICAL STANCE.
- 5. PROBLEM FINDING Power Privilege Injustice Equity & Equality
- 6. PROBLEM POSING Who is in the text/picture/situation? Who is missing? Whose voices are represented? Whose voices are marginalized or discounted? What are the intentions of the author? What does the author want the reader to think? What would an alternative text/picture/situation say? How can the reader use this information to promote equity? McLaughlin & DeVoogd (2004)
- 7. PROBLEM POSING: THE REST OF THE STORY • STUDENTS USE PRIOR KNOWLEDGE TO DETERMINE WHAT IS MISSING OR UNDERREPRESENTED IN THE STORY. • THEN USE INTERNET OR OTHER RESOURCES TO FIND OUT THE REST OF THE STORY.
- 8. PROBLEM POSING: SWITCHING • STUDENTS RESPOND TO QUESTIONS AROUND ONE OF SEVERAL TOPICS. • THEN THEY THINK ABOUT HOW THE STORY WOULD BE DIFFERENT IF THAT ELEMENT WERE CHANGED. GENDER RACE SETTING LANGUAGE THEME EMOTION
- 9. PROBLEM POSING: SWITCHING • STUDENTS RESPOND TO QUESTIONS AROUND ONE OF SEVERAL TOPICS. • THEN THEY THINK ABOUT HOW THE STORY WOULD BE DIFFERENT IF THAT ELEMENT WERE CHANGED. SETTING SWITCH TELL THE STORY IN A DIFFERENT TIME PERIOD OR SOCIAL CLASS HOW WOULD THE STORY CHANGE?
- 11. PROBLEM POSING: SWITCHING • STUDENTS RESPOND TO QUESTIONS AROUND ONE OF SEVERAL TOPICS. • THEN THEY THINK ABOUT HOW THE STORY WOULD BE DIFFERENT IF THAT ELEMENT WERE CHANGED. GENDER SWITCH TELL THE STORY USING A DIFFERENT GENDER FOR A MAIN CHARACTER HOW WOULD THE STORY CHANGE?
- 12. ALTERNATIVE PERSPECTIVES • STUDENTS CREATE AN ALTERNATIVE TEXT ON THE TOPIC TO GAIN AN ALTERNATE PERSPECTIVE. ALTERNATE PERSPECTIVE STUDENTS CAN CREATE AN ALTERNATIVE TEXT, BUT THAT COULD BE WRITTEN, VISUAL (PICTURE), SONG THAT REPRESENTS A DIFFERENT PERSPECTIVE
- 13. RESOURCES • JANKS, M. (2013). CRITICAL LITERACY IN TEACHING AND RESEARCH. EDUCATION INQUIRY, 4(2), 225-242. • MCLAUGHLIN, M., & ALLEN. (2002). • MCLAUGHLIN, M., & DEVOOGD, G. L. (2004). CRITICAL LITERACY: ENHANCING STUDENTS’ COMPREHENSION OF TEXT. NEW YORK, NY: SCHOLASTIC.