Critical literacy is an approach to teaching literacy that encourages students to question and analyze texts. It teaches students to consider issues of power and perspective in what they read. Students learn to examine how texts influence readers and are shaped by the views of their authors. Teachers can foster critical literacy by having students analyze multiple perspectives on topics, consider alternative interpretations, and reflect on how language and messaging in texts position readers. While there is no single method, effective strategies include comparing different texts on the same topic, examining implied values, and teaching students to pose critical questions about issues of power, language, and worldviews presented in texts. The goal is to help students become active questioners who can evaluate reliability and consider social implications.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This is Walden University course (EDUC8101-7) Module 2 Assignment/Evaluation of Malcolm Knowles Adult Learning Assumptions: Self-Concept and Learnerâs Experience. The paper is written in APA format and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This is Walden University course (EDUC8101-7) Module 2 Assignment/Evaluation of Malcolm Knowles Adult Learning Assumptions: Self-Concept and Learnerâs Experience. The paper is written in APA format and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
This review paper aims to provide a summary and overview of the influence of Lev Vygotsky (1896-1934) on education, language, and literacy from a multidimensional perspective. Vygotskyan perspective toward education in general and literacy, in particular, have been discussed immensely in the areas of language acquisition, child mental development, educational psychology, and social psychology. The current paper strives to provide an inclusive, but brief, vignette on the intersections and variations of implementation of Vygostkyan viewpoints in the above academic contexts. In addition, this paper present the main criticism directed at Vygotsky`s theoretical arguments accompanied with the alternative notions proposed
Advantages, Disadvantages, and Applications of ConstructivismMarjorie Steakley
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In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
This review paper aims to provide a summary and overview of the influence of Lev Vygotsky (1896-1934) on education, language, and literacy from a multidimensional perspective. Vygotskyan perspective toward education in general and literacy, in particular, have been discussed immensely in the areas of language acquisition, child mental development, educational psychology, and social psychology. The current paper strives to provide an inclusive, but brief, vignette on the intersections and variations of implementation of Vygostkyan viewpoints in the above academic contexts. In addition, this paper present the main criticism directed at Vygotsky`s theoretical arguments accompanied with the alternative notions proposed
Advantages, Disadvantages, and Applications of ConstructivismMarjorie Steakley
Â
In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
Smith, ann five things school administrators should know about critical liter...William Kritsonis
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NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Common misconceptions of critical thinkingSHARON BAILIN, RLynellBull52
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Common misconceptions of critical thinking
SHARON BAILIN, ROLAND CASE,
JERROLD R. COOMBS and LEROI B. DANIELS
In this paper, the ÂŽ rst of two, we analyse three widely-held conceptions of critical
thinking: as one or more skills, as mental processes, and as sets of procedures. Each
view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write
about critical thinking seem to muddle all three views in an unenlightening meĂ lange.
Apart from the errors or inadequacies of the conceptions themselves, they promote or
abet misconceived practices for teaching critical thinking. Together, they have led to
the view that critical thinking is best taught by practising it. We oďż˝ er alternative
proposals for the teaching of critical thinking.
Critical thinking is a subject of considerable current interest, both in terms
of theory and pedagogy. A great deal is written about critical thinking,
conferences on the subject abound, and educational initiatives aimed at
fostering critical thinking proliferate.1 It is our view that much of the
theoretical work and many of the pedagogical endeavours in this area are
misdirected because they are based on faulty conceptions of critical think-
ing. Critical thinking is frequently conceptualized in terms of skills, pro-
cesses, procedures and practice. Much of the educational literature either
refers to cognitive or thinking skills or equates critical thinking with certain
mental processes or procedural moves that can be improved through
practice. In this paper we attempt to explain the misconceptions inherent
in such ways of conceptualizing critical thinking. It is important to note
that much of the literature contains a pervasive miasma of overlapping uses
of such terms as skill, process, procedure, behaviour, mental operations,
j. curriculum studies, 1999, vol. 31, no. 3, 269Âą 283
S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby,
British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical
thinking, creativity and aesthetic education. Her publications include Reason and V alues:
New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P.
Portelli.
Roland Case, an associate professor in the Faculty of Education, Simon Fraser University,
conducts research in social studies and legal and global education. His most recent book is
The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of
Education, Simon Fraser University), co-edited with Penney Clark.
Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia,
has published extensively on ethical issues in education and the development of competence
in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black-
well, 1993), co-edited with Earl R. Winkler.
L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British
Columbia, ...
Colleagues Responses 2Colleague #1âŚâŚ..Moses JacksonTop of FoWilheminaRossi174
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Colleagues Responses 2
Colleague #1âŚâŚ..Moses Jackson
Top of Form
Topic of Interest
My research interest is teacher professional development. I intend to conduct It will be an emancipatory case study research to produce knowledge beneficial to disadvantaged people such as teachers and school leaders in postwar developing countries.
As a consequence, my tentative topic of interest is âAn Investigation of the Impact of Teachers Professional Development Initiatives on the Educational Systems of Post War Countries: Case Study of Liberia from 2017â2020â
Philosophical Orientation that reflects my worldview
The philosophical orientation that reflects my worldview is Relativism and Constructivism which holds there is nothing as a single truth. According to (Burkholder & Burbank, 2020), relativists-constructivists believe truth is not a one-size-fits-all because its authenticity or realities may vary equally from context to context.
As a relativist-constructivist, I believe perceptions or assertions which individuals hold regarding a particular situation as truth could be different from that of others, in the same situation. For instance, if a research finding showed Western education was superior to traditional African education, and another finding showed traditional education viewed without using the lens of Westerners, is highly efficient, that would be a clear indication of truth being relative.
Based on my philosophical orientation, I take cognizance that all of the findings will not be the truth portrayed by the data. As a relativist-constructivist, it would behoove me to apply professional interpretation skills to arrive at conclusions of the multiple truths situation. Â
Epistemological and ontological assumptions
Epistemological Assumptions
My epistemological assumption is based on the relativist-constructivist view that knowing something can be generated when individuals interact and construct meaning from their interactions (Burkholder & Burbank, 2020). Burkholder and Burbank hold that knowledge can be co-created in ways such as experience, perceptions, intuitions, and beliefs.Â
In the world we find ourselves today, all knowledge we have acquired is based on what social scientists refer to as âagreement realityâ or Ideas and beliefs that members of a group such as a society or culture typically accept as true (Babbie, 2017). This implies that most of what we perceive or refer to as knowledge today is basically what other people before us decided to accept as fact and justified as knowledge.
Ontological assumptions
My ontological assumption is based on my response to the question, âWhat is that single truth or knowledge about the world around me that exists, which needs to be determined or discovered?â As a proponent of relativism, I concur that there can be no one truth because truth itself is subjective or subject to situations, interpretations, and understood through individual exchanges. From the ontological perspective, I concur truth ...
1. Literacy GAINS, 2009 1
Connecting Practice and Research: Critical Literacy Guide
âCritical literacy ... points to providing students ⌠with the conceptual tools necessary to critique and
engage society along with its inequalities and injustices. Furthermore, critical literacy can stress
the need for students to develop a collective vision of what it might be like to live in the best of
all societies and how such a vision might be made practical.â
(Kretovics, 1985, in Shor, 1999).
What Is Critical Literacy?
Critical Literacy is a stance, mental posture, or emotional and intellectual
attitude that readers, listeners, and viewers bring to bear as they interact with
texts. Gee (2004) calls itâsocially perceptive literacy.âLuke (2004) asserts that
critical literacyâinvolves second guessing, reading against the grain, asking hard
and harder questions, seeing underneath, behind, and beyond texts, trying to see
andâcallâhow these texts establish and use power over us, over others, on whose
behalf, in whose interests.â
Critical literacy has been traced to the work of Paulo Freire, who taught adult
learners toâread the wordâin order toâread the world,âand to engage in a cycle
of reflection and action (Luke, 2004; McLaughlin Devoogd, 2004; Shor, 1999). Additionally, John Dewey (Shor, 1999); Brian
Cambourne (McLaughlin 21), pervasive new technologies (Luke, 2004), and various literary theorists have challenged
mainstream interpretations of texts and the notion that there is a singular orâcorrectâinterpretation of any text.
Critical literacy goes beyond understanding literacy as a set of skills or practices.
From a review of the literature, Lewison, Flint, and Van Sluys (2002, in McLaughlin
DeVoogd, 2004) identify the following principles of critical literacy:
challenging common assumptions and valuesâ˘
exploring multiple perspectives, and imagining those that are absent orâ˘
silenced
examining relationships, particularly those involving differences in powerâ˘
reflecting on and using literacy practices to take action for social justice.â˘
Theâtext criticâcomponent of Luke and Freebodyâs (2002) Four Resources model, which focuses on critical competence,
suggests that studentsâcritically analyze and transform texts by acting on knowledge that texts are not ideologically natural
or neutral â that they represent particular points of views while silencing others and influence peopleâs ideas â and that their
designs and discourses can be critiqued and redesigned in novel and hybrid ways.âCervetti, Damico and Pardeles (2001)
point out thatâcritical literacy involves a fundamentally different view of the textâin that critical literacyâ[foregrounds] issues
of power and attends explicitly to differences across race, class, gender, sexual orientation and so on. It places students and
teachers in a questioning frame of mind that moves beyond didactic, factual learning to develop a critical consciousness
that can lead to a search for justice and equity.âIt requires but is not synonymous with critical thinking.
Why Teach Critical Literacy?
Comber (2001) argues that being critically literate is not only central, but also necessary to being literate in a media-
saturated, diverse world.
As such, critical literacy enhances and deepens comprehension, e.g., by requiring not only identification of persuasive
techniques, but also analysis of how and to what degree the text maintains the status quo or perpetuates inequities.
As David Pearson (2002) asserts,âcomprehension is never enough: it must have a critical edge.â(in McLaughlin and
DeVoogd, 2004)
Critical literacy deepens understanding of ideas and information in all curricular areas, including language, environment,
politics, science, health, economics, and history. Critical literacy involves understanding that readings of texts are shaped by
the attitudes and values that readers bring to them, even as texts influence andâconstructâreadersâresponses.
As Green (2001) states:âThe literate individual is someone who knows that there is more than one version availableâŚâ
Critical literacy involves imagining multiple perspectives and possibilities and using literacy as an agent of social change.
Key Message
Critical literacy is a stance, a mental posture,
or emotional and intellectual attitude.
âTextâtraditionally referred to written
material. The meaning is broadening to
include, for example, media texts, oral text,
and graphic text. In this sense, text is not
synonymous with textbook.
Key Message
âCritical Literacy views readers as active
participants in the reading process and
invites them to move beyond passively
accepting the textâs message to question,
examine, or dispute the power relations that
exist between readers and authors. It focuses
on issues of power and promotes reflection,
transformation, and action.â(Freire, 1970)
2. Literacy GAINS, 2009 2
Connecting Practice and Research: Critical Literacy Guide
How Can Critical Literacy Be Taught?
As Jennifer OâBrien (Luke, OâBrien and Comber, 2001) and Vivian Vasquez (1996) demonstrate, critical literacy is not to be
reserved for older or academically proficient students, but can be taught even to primary students using all manner of texts.
Strategies that can be used to develop a critically literate stance include the
following:
juxtaposing texts on a similar topic to highlight the range of possibleâ˘
perspectives, e.g., editorials from opposing points of view
âtestingâtexts against predictions to expose the assumptions informingâ˘
those predictions, e.g., predicting aâfairy tale endingâfor The Paperbag
Princess
examining or creating alternative endings in order to highlight theirâ˘
implicit values and societal expectations, e.g., comparing the two endings
of Great Expectations
using examples of texts from everyday life, such as toy advertisementsâ˘
and legal contracts to show that theseâare not innocuous, neutral text(s)
requiring simple decoding and response. They are key moments where
social identity and power relations are established and negotiated.â
(Luke, OâBrien and Comber, 2001)
Posing and teaching students to pose questions that problematize textâ˘
and evoke thinking about issues of language, text, and power; providing
students with sample critical questions, for example:
How is your understanding of the text influenced by your background?â˘
How is the text influencing you, e.g., does the form of the text influence how you construct meaning?â˘
How does the language in a text position you as reader, e.g., does the use of passive or active voice position you in aâ˘
particular way?
What view of the world and what values does the text present?â˘
What assumptions about your values and beliefs does the text make?â˘
What perspectives are omitted?â˘
Whose interests are served by the text?â˘
Who gets to ask questions, who gets to answer, and the kinds of questions asked are key. Gee (1989, in Green, 2001) argues
that literacy is empoweringâonly when it renders [people] active questioners of the social reality around them.â Strategies
include:
helping students understand that they can act with and/or against the text, e.g., by inquiring further into issues raisedâ˘
or by having students consider how the account might change if told from anotherâs perspective. McLaughlin and
DeVoogd (2004) describe this as developing studentsââpower to envision alternate ways of viewing the authorâs topic.â
modeling a think-aloud that questions what the author is saying, disagrees, or speculates about the need for moreâ˘
information about what is read
providing opportunities for students to reflect, draw on their own world view, and explore the implications of ideas forâ˘
themselves and others.
Edelsky (1993) says that teachers can foster critical literacy by problematizing texts ââputting them up for grabs, for critical
debate, for weighing, judging, critiquingâand looking at issues in their full complexity. Green (2001) argues that the
relationship between student and text shifts when teachersâ[reposition] students as researchers of language, and respect
minority culturesâliteracy practices.âIn general, teachers develop classroom climates and norms that help students learn
how to:
identify and assess their own response and relationship to the textâ˘
analyze how texts have been constructed and how they influence audiencesâ˘
evaluate the validity and reliability of the text and its ostensible premisesâ˘
consider the social implications of the above, and take a moral stand on the kind of just society and democraticâ˘
education we want. (Shor, 1999).
Key Message
ââŚevery day that we teach we in fact make
choices; we make decisions about which
texts, which messages, which values, and
which attitudes we represent towards the
truths of texts and discourses.
There is no magic method for literacy.
There is no single or simple or unified
approach to critical literacyâŚ.And that
may be what sets approaches to critical
literacy apartâthey donât purport to
provide a universal, incontestable, scientific
answer about how to teach. Instead, they
very deliberately open up a universe of
possibilities, of possible critical readings,
critical reading positions and practices.â
(Luke, 2004)
3. Literacy GAINS, 2009 3
Connecting Practice and Research: Critical Literacy Guide
Teachers can create conditions for fostering the kind of inquiry and discussion
necessary for critical literacy for example:
building a safe, inclusive classroom environment that promotes inquiryâ˘
making available thought-provoking oral, print, electronic, and multi-mediaâ˘
texts representing diverse perspectives
developing understanding of studentsâinterests, backgrounds and values,â˘
and honouring the strengths and literacies they bring to school
providing a wide range of texts for students to read/view/hear, includingâ˘
texts from popular culture andânon-traditional classroom textsâ
acknowledging that some issues and discussions can be sensitive andâ˘
uncomfortable for some students.
Approaches supporting effective literacy instruction are also helpful:
encouraging students to access and connect to prior experience and knowledge, and recognizing how studentsâbeliefsâ˘
and values influence their understanding
modeling and explicitly teaching wait time during discussionsâ˘
modeling and explicitly teaching respectful interactions and response normsâ˘
encouraging all students to participate in discussions to avoid the dominance of a fewâ˘
modeling and providing students with opportunities to reflect on their thinking and inherent assumptionsâ˘
exploring alternative readings.â˘
Implications for Teachers
Greene (2001) reminds us that teachers need a conscious awareness of their own understanding of language and language
choices if they are to help students question and understand how language works and how literacy is used by individuals
and groups for particular purposes, e.g., how the use of third person voice establishes authority and power.
Key Message
When teachers and students are engaged
in critical literacy, theyâask complicated
questions about language and power, about
people and lifestyle, about morality and
ethics, and about who is advantaged by the
way things are and who is disadvantaged.â
(Comber, 2001)
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Connecting Practice and Research: Critical Literacy Guide
Professional Print Resources
Burke, J. (2001). Illuminating texts: How to teach students to read the world. Portsmouth, New Hampshire: Heinemann.
Comber, Barbara (2001).âNegotiating critical literacies.â in Ideas for the Classroom. April 2001, 6, 3. National Council of Teachers of English.
Edelsky, C. (1995).âEducation for democracy.âAddress to the U.S. National Council of Teachers of English Annual Conference, Pittsburgh, PA. 1993.
Freebody, P., and Luke, A. (2002). Literate Futures: Reading. State of Queensland: Department of Education.
Koechlin, C. and Zwann, S. (2006) Q-Tasks: How to empower students to ask questions and care about answers. Markham, Ontario: Pembroke
Publishers.
Luke, Allan (2004). Foreward. in McLaughlin, M. and Devoogd, G. (2004). Critical Literacy: Enhancing studentsâ comprehension of text. New York,
Scholastic.
McLaughlin, M., Devoogd, G. (2004) Critical literacy: Enhancing studentsâ comprehension of text. New York, Scholastic.
Ontario Ministry of Education (2004). Literacy for learning: The report of the expert panel on literacy in Grades 4 to 6 in Ontario. Toronto, Ontario:
Queenâs Printer for Ontario.
Vasquez, V. (2000)âBuilding community through social action.âin School Talk. 5, 4. Urbana, Illinois: National Council of Teachers of English (NCTE).
Scholarly Sources
Adler, M., Rougle, E. (2005). Building literacy through classroom discussion: Research-based strategies for developing critical readers and
thoughtful writers in middle school. New York: Scholastic.
Alvermann, Donna (2002).âEffective Literacy Instruction for Adolescents. â Journal of Literacy Researchâ, 34, 2. pp. 189-208.
Cervetti, G., Damico, J. S. and Pardeles, M.J. (2001).âA tale of differences: Comparing the traditions, perspectives and educational goals of
critical reading and critical literacy.âReading Online. Available http://www.reading.org
Comber, Barbara (2001).âClassroom explorations in critical literacy.âin Fehring, H. and Green, P., Eds. (2001). Critical literacy: A collection of
articles from the Australian Literacy Educatorsâ Association. Newark, Delaware: International Reading Association. pp. 90-111.
Freire, P. (1985). The politics of education: Culture, power, and liberation. New York: Bergin and Garvey.
Freire, P. Macedo, D. (1987). Literacy: Reading the Word and the World. Boulder, CO: Paradigm. Publishers.
Gee, J.P. (2001).âCritical Literacy/Socially Perceptive Literacy: A Study of Language in Action.âin Fehring, H. and Green, P., Eds. (2001).
Critical literacy: A collection of articles from the Australian Literacy Educatorsâ Association. Newark, Delaware: International Reading
Association. pp. 15-39.
Gee, J. P. (2006). Situated language and learning. 2nd
Ed. New York: Routledge.
Giroux, Henry A. (2001). Theory and resistance in education: Towards a pedagogy for the opposition. Westport, Connecticut:
Bergin Garvey.
Green, Pam (2001).âCritical literacy revisited.âin Fehring, H. and Green, P., Eds. (2001). Critical literacy: A collection of articles from the
Australian Literacy Educatorsâ Association. Newark, Delaware: International Reading Association. pp. 7-13,
Kempe, Ann (2001).âEmpowering students to construct socially critical readings.âin Fehring, H. and Green, P., Eds. (2001). Critical literacy: A
collection of articles from the Australian Literacy Educatorsâ Association. Newark, Delaware: International Reading Association. pp. 40-57.
Luke, Allan; OâBrien, Jennifer; and Comber, Barbara (2001).âMaking community texts objects of study.âin Fehring, H. and Green, P., Eds.
(2001). Critical literacy: A collection of articles from the Australian Literacy Educatorsâ Association. Newark, Delaware: International Reading
Association. pp. 112-123.
Moll, L. C., Greenberg, J. B. (1990).âCreating zones of possibilities: Combining social contexts for instruction.âin Moll, L.C., Ed. (1990).
Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press.
Shor, Ira (1999).âWhat is critical literacy?âJournal of Pedagogy, Pluralism Practice. 4, 1. Cambridge, Massachusetts: Lesley College.
Available: http://www.lesley.edu/journals/jppp/4/index.html
Vasquez, Vivian (1996).âUsing Everyday Issues and Everyday Texts to Negotiate Critical Literacies with Young Children.âAmerican
University, Washington, DC Hawaii Paper. Available: http://www.hiceducation.org/Edu_Proceedings/Vivian%20Vasquez2.pdf