Day 1 Critical Literacy for Edufest
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Day 1 Critical Literacy for Edufest
- 1. Promoting with Justice-Minded Gifted Students Elizabeth Fogarty Critical Literacy
- 4. 3 most important things you hope to develop instudents 3 problems that need to be solved
- 5. Why Critical Literacy? Challenging the Text Exploring Identities Seeing Beyond Bias
- 8. Stereotypes
- 13. Critical Literacy is . . .
- 18. Critical Literacy = examination of text + using info to solve problems
- 19. THE GUIDED COMPREHENSION DIRECT INSTRUCTION FRAMEWORK (McLaughlin & Allen, 2002a)
- 20. Explain what the critical literacy strategy is and how it works. Demonstrate the strategy, using a think-aloud, a read aloud, and an overhead projector or white board. Guide the students to work in small groups or with partners to create responses. Practice Reflect by having students work with partners or independently to apply the strategy. on how the strategy helps students read from a critical stance.
- 21. (McLaughlin & Allen, 2002a) Explain what the critical literacy strategy is and how it works.
- 22. ProblemPosing 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)
- 24. ProblemPosing 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)
- 25. (McLaughlin & Allen, 2002a) Demonstrate the strategy, using a think-aloud, a read aloud, and an overhead projector or white board.
- 26. Who is in the text/picture/ situation? Who is missing?
- 27. Whose voices are represented? Whose voices are marginalized or discounted?
- 28. (McLaughlin & Allen, 2002a) Guide the students to work in small groups or with partners to create responses.
- 29. What are the intentions of the author? What does the author want the reader to think?
- 30. (McLaughlin & Allen, 2002a) Practice by having students work with partners or independently to apply the critical literacy strategy.
- 32. (McLaughlin & Allen, 2002a) Reflect on how the strategy helps students read from a critical stance.
- 33. How can the reader use this information to promote equity?
Editor's Notes
- Which superhero’s powers would you most like to have and why?
- My Influences: Attended College of St. Benedict where I was lucky enough to meet Lori Habben because she was my boss during my student work study at St. Ben’s. At St. Ben’s I majored in Elementary Education and Psychology. When I left St. Bens, I went to teach at Cannon Falls Elementary, the same district where my dad has now been teaching since 1969. So he continued to be a strong influence on me in my teaching career. During my teaching years I completed a Master’s degree in Gifted Education through Minnesota State Mankato. During that time I found several wonderful mentors including our own Bill Keilty, Richard Cash, and Marcia Gentry who would become a lifelong mentor for me, encouraging me to head to UConn for further graduate work. While leaving my job in Cannon Falls was one of the harder decisions I ever made, doing my PhD at Uconn was one of the better decisions I ever made. There I worked with many influential leaders in the field of gifted education including Catherine Little, Joe Renzulli, and Sally Reis who would become another mentor. I left Connecticut with my PhD and my future husband and headed to North Carolina to take a job at East Carolina University. I stayed there are 10 years with many colleague mentors, one of whom you know – Brian Housand. After 10 years, we decided it was time to come home so that the kids could be closer to their Papa John so I took a job at the University of Minnesota. One quick note of trivia is that Wendy Behrens was the first person my husband and I told that we were pregnant with my son, now age 7 because she was asking me to do something, but it would have been right at the time of the birth of my son. But all of these things are reasons that I love gifted education. The field is small and tight-knit. Everyone knows everyone. So I look forward to learning about all of you and your work here in Minnesota.
- Goal: Understanding what critical literacy is… We have an issue in gifted education in that we’re often more comfortable delivering pre-packaged curricula than curricula for which there are no “right” answers and which may yield more questions than tidy answers. So there’s two questions we need to ask ourselves today. The first is “Why should we be teaching critical literacy?” and the second question is “Why should we be teaching critical literacy to gifted students?” Why should we teach critical literacy? Students need to be critical consumers of text Students should question and challenge issues of social justice Avoid blindly accepting messages in front of them
- https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
- When I was teaching 5th grade in Cannon Falls, Minnesota, I had several students with strong opinions. Gifted students can be suborn. I’m not sure how many of you have noticed this interesting trait. Sometimes with very smart students, they can become convinced that they know something when, perhaps they may have made an assumption based on opinion instead of facts. These were probably statements that they had heard their parents or extended families make and then adopted the thoughts as their own. At other times they’d formed the opinions on their own. The trouble was that they were based on stereotypes and that they were both unfounded and potentially hurtful. Of the stereotypes my 5th graders held that year, there were several that bothered me. So, to diffuse responsibility, I asked them the following question . . .
- Some people have a Single Lens because their experiences have not led them to uses multiple lenses. That is they may be from a small town that has little racial diversity, for example. Or, the fact that someone is white with little exposure to people of color, may limit their realization of their own whiteness and the privileges it affords. Quote from Felton (2017) Matthew Lynch Ed.D, award winning writer and editor of The Edvocate, explains that the larger the disparity between complexities of the real world and the microcosmic school environment the student inhabits, the less comfortable students are with interacting with different ethnicities and the more fear they harbor. As exhibited by the rash of incidents on college campuses, this fear can too often also breed hate. Of course it’s also true that some are more cognizant of their diversity and they way that it has positioned them in the world. Young black children are often taught early by their parents how to react in the presence of police. These children are likely to realize their diversity much sooner than their white classmates. However, there are many types of diversity that one might be able to experience, such as socioeconomic diversity or religious diversity, so that even in rural areas these experiences may affect for our students.
- Expressions of racial prejudice often peak at ages 4 and 5 By 5, Black and Hispanic children in research settings show no preference toward their own groups compared to whites; White children at this age remain strongly biased in favor of whiteness. By kindergarten children show many of the same racial attitudes that adults in our culture hold – they have already learned to associate some groups with higher status than others
- TASK Number 1 today is to define critical literacy.
- Goal: Understanding what critical literacy is… Friere believes that critical literacy is to read both the word and the world critically, that is, to transform the world through literacy education (Friere & Macedo, 1987) Friere and others believe that this is more of a philosophy of existence than a form of pedagogy The ability to read “texts’ in an active, reflective manner in order to better understand power, inequality, and injustice in human relationships. “Text is a way in which people communicate using a society’s conventions.” “Enable to understand messages in the modern world through a critical lens and challenge the power relations within those messages.” “Teachers encourage students to interrogate societal issues, e.g. poverty, access to education, equity, and equality to critique the structures that serve as norms.” My definition of critical literacy is – examination of a text to look for issues of power and privilege that marginalize certain groups, then using that information to address the problems. Back up – what is literacy? Most people think of reading and writing first. In fact these are foregrounded and privileged against other literacy skills such as speaking, writing, viewing, and visually representing. Privileged because they are tested.
- The other side of the coin in terms of
- In thinking about social justice, then, we, as a field need to think about the distribution of opportunities for students in our programs. This is about affording opportunities for people who don’t have them. Diversity that’s not being tapped into Re-conceptualizing where we place value in our schools. Another is about making sure that students realize that there is more than their lens and that there are power differentials that must be examined.
- Goal: Understanding the difference between critical literacy and critical thinking
- My definition of critical literacy is – examination of a text to look for issues of power and privilege that marginalize certain groups, then using that information to address the problems.
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, 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.
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, 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.
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, 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.
- Tell what Problem Posing Is – a critical literacy strategy that can be used with narrative and informational text, as well as hypertext, a variety of media and conversations. After reading or viewing, readers engage in critical literacy by using questions.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- Tell what Problem Posing Is – a critical literacy strategy that can be used with narrative and informational text, as well as hypertext, a variety of media and conversations. After reading or viewing, readers engage in critical literacy by using questions.
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, 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.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, 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.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, 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.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0
- EXPLAIN what the critical literacy strategy is and how it works. DEMONSTRATE the strategy, using a think-aloud, a read aloud, 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.
- https://www.youtube.com/watch?v=Ybcr1HL7sq0