Day 4 Critical Literacy for Edufest
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Presentation Day 4 for Critical Literacy strand at Edufest
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Day 4 Critical Literacy for Edufest
- 2. Alternate 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
- 3. Alternate Perspectives ALTERNATIVE TEXTS JUXTAPOSITIONING MIND AND ALTERNATIVE MIND PORTRAITS THEME-BASED FOCUS GROUPS CHARACTER SUBSTITUTIONS JUXTAPOSITIONING TEXTS CHARACTER PERSPECTIVES PHOTO JUXTAPOSITIONING
- 4. Alternate Perspectives:Alternative Texts • Students respond to questions around one of several topics. • Then they think about how the story would be different if that element were changed. ALTERNATIVE TEXTS Represents a perspective different from the one they are reading How would the story change?
- 5. Alternate Perspectives: Alternative Texts CHARACTER SUBSTITUTIONS Replace a character with a new one or add a character How would the story change?
- 7. Alternate Perspectives: Alternative Texts CHARACTER PERSPECTIVES Seeking to understand the behavior of one character to reorient the story How would the story change?
- 8. Alternate Perspectives:Juxtapositioning JUXTAPOSITIONING Looking at two contrasting texts or pictures together to look for differences How would the story change?
- 9. Alternate Perspectives: Juxtapositioning JUXTAPOSITIONING TEXTS Looking at two texts on the same topic to see how they look at a topic differently How would the story change?
- 10. Alternate Perspectives:Juxtapositioning PHOTO JUXTAPOSITIONING Looking at two different photos of the same concept to look for differences or similarities How would the story change?
- 12. Alternate Perspectives MIND AND ALTERNATIVE MIND PORTRAITS Used to examine two points of view – students draw two characters’ heads and describe their perspectives How would the story change?
- 14. Alternate Perspectives THEME-BASED DISCUSSION GROUPS Give a group of students a selection of texts on the same theme to discuss the different perspectives, portrayals, etc. How would the story change? Reading Rockets https://www.readingrockets.org/books/booksbytheme Reading Tub https://thereadingtub.org/books/booklists-by-theme/ Carol Hurst’s Literary Themes http://www.carolhurst.com/subjects/subjects.html
- 15. Character Study
- 16. POWER
- 17. Bookmark #1 Write about and/or sketch the part of the text that you found most interesting. Bookmark #2 Write and/or sketch something you found confusing. Bookmark #3 Write a word you think the whole class needs to discuss. Bookmark #4 Choose an illustration, graph, or map that helped you understand what you read. BookmarkTechnique
- 19. #readyourworld
- 21. “Talent is universal but opportunity is not.”
- 22. Are we ready to have the critical conversations we need to have? Are we willing to question the books that are used? The novels that are promoted? The kinds of conversations and discourse we have in our classrooms? And are we willing to question our own practices? #ILA
- 23. • Janks, M. (2013). Critical literacy in teaching and research. Education Inquiry, 4(2), 225 – 242. • McLaughlin, M., & DeVoogd, G. L. (2004). Critical literacy: Enhancing students’ comprehension of text. N New York, Scholastic, Inc. Resources
Editor's Notes
- 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.youtube.com/watch?v=lm3pbERMs_Y 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?
- Themed Book lists from Reading Rockets Https://www.readingrockets.org/books/booksbytheme
- Instead of everyone reading the same book, which may be difficult for some to access and others may have read, consider reading books related to a big idea or a theme. In this case there are several books assembled related to the theme of POWER which could be offered to students as choices and which small groups of students could read and look for evidence of the theme. Students can then return to a whole class discussion to bring evidence from their book to enhance the discussion and reveal new perspectives on the topic broader than one author’s message. This can also entice students to become interested in the other books being read.
- Annotated movie clip https://www.youtube.com/watch?v=Dvrkc-5iXqA PBS Story on The Hate You Give: https://www.pbs.org/video/the-hate-u-give-tackles-race-policing-from-a-teen-s-view-1539382199/ The Talk Scene: https://www.nytimes.com/video/movies/100000006132463/the-hate-u-give-scene.html Longer Clip of the first part of the film https://www.youtube.com/watch?v=ONQT4WT44YE Hairbrush scene https://www.youtube.com/watch?v=4oQzXdQP4Ts
- Christopher Ategeka TED Talk Jan 2, 2018 “How Adoption Worked for Me”