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Critical Literacy for MEGT Handouts
- 1. 1/30/18 1 Promoting with Justice-Minded Gifted Students Elizabeth Fogarty Critical Literacy Stereotypes
- 2. 1/30/18 2 Overweight people lack willpower. Poor people are lazy. Black people are scary. What are the stereotypes held in our community?
- 3. 1/30/18 3
- 6. 1/30/18 6 https://www.slideshare.net/dianaelbasha/media-social-justice“Talent is universal but opportunity is not.”
- 8. 1/30/18 8 Critical Literacy Critical Thinking Critical Literacy = examination of text + using info to solve problems
- 10. 1/30/18 10 The Mission of Prairie Green Elementary School is to develop self-directed, responsible, lifelong learners.
- 11. 1/30/18 11
- 12. 1/30/18 12
- 14. 1/30/18 14 Why for gifted students Critical Literacy? Moral reasoning Fairness Justice Trustworthiness Moral stability Judgment Responsibility
- 15. 1/30/18 15 If a tree falls in the forest . . .
- 16. 1/30/18 16 Problem Finding Problem Solving 1. Has a personal frame of reference 2. No existing or unique solution 3. Calling something a problem doesn’t necessarily make it a real problem for a given person or group. 4. The purpose of pursuing a real problem is to bring about form of change, and/or contribute something new to sciences, art, or humanities. A real problem . . . Renzulli
- 17. 1/30/18 17 Problem Finding Power Privilege Injustice Equity & Equality STEREOTYPES AGEISM POVERTYBODY TYPE RACISM This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms
- 18. 1/30/18 18 http://moziru.com/explore/Peace%20clipart%20social%20justice/ Did you know? Poverty is. . .
- 20. 1/30/18 20 STEREOTYPES AGEISM POVERTYBODY TYPE RACISM This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms This is a tiny little article about racism or one of the other isms THE GUIDED COMPREHENSION DIRECT INSTRUCTION FRAMEWORK (McLaughlin & Allen, 2002a)
- 21. 1/30/18 21 (McLaughlin & Allen, 2002a) Explain what the critical literacy strategy is and how it works. 1 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)
- 22. 1/30/18 22 (McLaughlin & Allen, 2002a) Demonstrate the strategy, using a think-aloud, a read aloud, and an overhead projector or white board. 2
- 23. 1/30/18 23 (McLaughlin & Allen, 2002a) Guide the students to work in small groups or with partners to create responses. 3 Who is in the text/picture/situation? Who is missing? Whose voices are represented? Whose voices are marginalized or discounted?
- 24. 1/30/18 24 (McLaughlin & Allen, 2002a) Practice by having students work with partners or independently to apply the critical literacy strategy. 4 What are the intentions of the author? What does the author want the reader to think? What would an alternative text/picture/situation say?
- 25. 1/30/18 25 (McLaughlin & Allen, 2002a) Reflect on how the strategy helps students read from a critical stance. 5 Explain Demonstrate Guide Practice Reflect
- 26. 1/30/18 26 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 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.
- 27. 1/30/18 27 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
- 28. 1/30/18 28 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. 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?
- 29. 1/30/18 29
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- 31. 1/30/18 31 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 #readyourworld
- 32. 1/30/18 32
- 33. 1/30/18 33 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 • 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