1. Erin Filupeit
Elisabeth Ogden
Tyler Tarnowicz
Stephanie Tock
Dr. Deborah Owens
Presentation for the
New York State Reading Association
Annual Conference
November 9-11, 2014

2. Critical literacy fundamentals:
 Based on the work of Paulo Freire
 Reflects the idea of “reading the world and the word”
 Reading the world always precedes reading the word
 Critical literacy is grounded in social justice
 Literacy and reading are intertwined with knowledge
of the world

3.  Even young children are empowered as “agents of change”
 As readers of text, students are not mere recipients of
knowledge
 Readers begin to understand the importance of perspective
Critical Literacy in the Classroom:

4. Writing the Word in order to
Right the World

5. The power of an inquiry-based approach to teaching and learning is
its potential to increase intellectual engagement and foster deep
understanding through the development of a hands-on, minds-on
and ‘research-based disposition’ towards teaching and learning.
Inquiry honours the complex, interconnected nature of knowledge
construction, striving to provide opportunities for both teachers and
students to collaboratively build, test and reflect on their learning.
Neil Stephenson (http://www.teachinquiry.com/index/Introduction.html)
INQUIRY LEARNING

13. Vivian Vasquez

14. http://www.weebly.com/
https://www.wikispaces.com/
http://www.educatorpages.com/

15. http://historyexplorer.americanhistory.si.edu/resource/?key=4216&lp=artifacts
http://smithsonianeducation.org/educators/lesson_plans/science_technology.html
http://edsitement.neh.gov/
http://www.thinkfinity.org/

17.  Student awareness about their position in
history
 Continually unfolding throughout time
 Student-centered, tangible
 Develop quotes from students
 Student writing becomes artifact as well
 History = webs outward
 In comparison to other presenters
 Permanent artifact