ppt

1. CRITICAL LITERACY
GROUP 6

2. OBJECTIVES:
At the end of this chapter, you should be able to:
a. characterize critical literacy:
b. discuss a brief background of critical literacy theory: and
c. apply principles of critical literacy in designing lessons
and classroom activities.

3. Concept of Critical
Literacy
Part 01

4. Critical Literacy
• Concept of critical literacy is theoretically diverse and combines ideas from
various critical theories, such as critical linguistics, feminist theory, critical
race theory, as well as reader response theory and cultural and media
studies Luke et al., 2009).
• Critical literacy is a central thinking skill that involves the questioning and
examination of ideas, and requires one to synthesize, analyze, interpret,
evaluate, and respond to the texts read or listened to (University of
Melbourne, 2018).

5. Critical Literacy
• Critical literacy uses texts and print skills in ways that enable students to
examine the politics of daily life within contemporary society with a view to
understanding what it means to locate and actively seek out contradictions
within modes of life, theories, and substantive intellectual positions (Bishop,
2014).
• Rather than promoting any particular reading of any particular group or text,
critical literacy seeks to examine the historical and from mainstream naratives
(Lankshear & McLaren. 1993). It is a kind of literacy about structures,structural
violence, and power systems. Since the 1990s, critical literacy theorists have
outlined emancipatory theories of learning.

6. Critical Literacy
• (Freire & Macedo, 1987) that addressed the complex relations of
language and power through social critique, advocacy, and
cultural transformation (Knoblauch & Brannon, 1993).
Educational researchers discuss critical literacy as a theory of
social practice, as the negotiation of and the creation of
meaning for social justice (Greene, 2008).

7. Critical Literacy
• While there is no single model of critical literacy (as there is no
single model of youth organizing). the emphasis on
Freire's(1970) action-reflection cycle of "praxis" has offered
participants a concept through which to construct meanings
that support their literacy for civic engagement (Lonkshear &
McClaren, 1993).contemporaneous privileging of and exclusion
of groups of people and ideas

8. History of Critical
Literacy Theory
Part 02

9. History of Critical Literacy
• 1987 Freire and Macedo published their expansive
volume on literacy and critical pedagogy. In it, they
argued that those who are critically literate can
understand not only how meaning is socially
constructed within texts, but also the political and
economic contexts in which those texts were created
and embedded.

10. History of Critical Literacy
• 1993 that Lankshear and McLaren stated that literacy is more complex than
the traditionally defined skills of reading and writing. Rather, they argued
that such a traditional definition of literacy is ideologically aligned with
particular postures of normative socio-political consciousness that are
inherently exploitative.
• By contrast, critical literacy emphasized the social construction of reading,
writing, and text production within political contexts of inequitable
economic, cultural, political, and institutional structures.

11. History of Critical Literacy
• Lankshear and McLaren argued for critically reflective teaching
and research focused on both the forms that literate skills take
as social practices and the uses to which those skills are
employed.
• The authors identified three forms of educational practice that
critical literacy can take on, varying by their commitment to
inquiry and action: liberal education, pluralism, and
transformative praxis.

12. History of Critical Literacy
• Liberal education here means an approach to disciplinary
knowledge where intellectual freedom exists and where
disparate interpretations are considered, but inevitably
contradiction is avoided and rational argumentation wins out.
• In pluralism, there is an emphasis on reading to evaluate
principles that support a loose conception of tolerance.
Tolerance here is aligned with a notion of diversity that is
grounded on benevolence

13. History of Critical Literacy
• Against these approaches, the authors forwarded "transformative
praxis" as that which takes the radical potential of critical literacy
into direct emancipatory action in the world. Praxis is here defined
through the Freirian (1970) process of naming the conditions of
oppression and struggling collectively with others in a cycle of
action-reflection-action against such oppression.

14. History of Critical Literacy
• Critical literacy praxis, which Lankshear and McLaren also called
"political and social literacies," involves textual studies that are
analyzed at the discursive level in which the texts were created and
in which they are sustained. While the authors understood that this
move might lead to such literacies being seen as "potentially
subversive," they forwarded a key distinction centering on the
difference between political indoctrination and the development of a
critical consciousness-or what Freire (1970) called
"conscientization."

15. History of Critical Literacy
• At the turn of the millennium, just before the 2001 re-
authorization of the Elementary and Secondary Education Act
(ESEA) as the controversial No Child Left Behind Act (NCLB),
Janks (2000) posited four possible orientations for future
approaches to critical literacy education based on different
perspectives on the relationship between language and power:

16. History of Critical Literacy
: (a) to understand how language maintains social and political forms
of domination
; (b) to provide access to dominant forms of language without
compromising the integrity of non-dominant forms
; (c) to promote a diversity which requires attention to the way that
uses of language create social identities; and
(d) to bring a design perspective that emphasizes the need to use and
select from a wide range of available cultural sign systems

17. History of Critical Literacy
• Although frequently taken in isolation. Janks argued that it is
through the interdependence of these approaches that
learners can most fully engage theories and pedagogies of
critical literacy.

18. Critical Literacy and the Arts
Critical Literacy and
the Arts
Part 03

19. Critical Literacy and The Arts
• The creation of artistic products by an individual and the
perception and rejection upon others' artworks showcase the
power of critical literacies at work within Arts contexts.
• Luke (2000) argues that it is the primary aim of critical literacy
to:

20. Critical Literacy and The Arts
1. Allow students to see how texts work to construct their
worlds, their cultures, and their identities in powerful, often
overtly ideological ways; and
2. Understand how they use texts as social tools in ways that
allow for a reconstruction of these same worlds.

21. Critical Literacy and The Arts
• The arts. literacies, and reality are dynamically linked and the
understanding attained by critically reading aesthetic texts
involves perceiving the relationship between the art, its
creator, and its context.
• Both the practice and understanding of art forms, and being
critically literate are interconnected

22. Critical Literacy and The Arts
• According to Lankshear & McLaren (1993) and cited in Morgan
(2002) Critical literacy makes possible a more adequate
treading of the world, on the basis of which people can enter
into 'rewriting the world into a formation in which their
interests. identities, and legitimate aspirations are more fully
present and present more equally.

23. Critical Literacy and The Arts
• Freebody and Luke (cited in Luke, 2000) developed a four-
tiered approach to early reading instruction that has now
been widely adapted across Australian schools. These
approaches are necessary but not sufficient sets of social
practices requisite for critical literacy. A recent version of
the model offered the following descriptions (Freebody, 1992:
Luke & Freebody, 1997):

24. Code Practices

25. Code Practices
• Developing Resources as a Code Beaker - How do I
crack this text? How does it work?
• What are its patterns and conventions? How do the
sounds and the marks relate, singly and in
combinations?

26. Text-Meaning
Practices

27. Code Practices
• Developing Resources as a Text Participant- How do
the ideas represented in the text string together?
• What cultural resources can be brought to bear on the
text? What are the cultural meanings and possible
readings that can be constructed from this text?

28. Pragmatic
Practices

29. Pragmatic Practices
• Developing Resources as Text User-How do the uses of
this text shape itscomposition? What do I do with this
text, here and now?
• What will others do with it? What are my options and
aftematives?

30. Critical Practices

31. Critical Practices
• Developing Resources as Text Analyst and Critic - What kind of
person, with what interests and values, could both write and read
this naively and without any problem with it?
• What is this text trying to do to me? In whose interests? Which
positions, voices, and interests are at play? Which are silent and
absent?
• There are a number of classroom activities that can be used to
apply the alorementioned approaches.

32. Textual Analysis

33. Textual Analysis
Textual analysis can be guided by asking the learners to make
their way systematically through a list of questions such as the
following:
• What is the subject or topic of this text?
• Why might the author have written it?
• Who is it written for? How do you know?
• What values does the author assume the reader holds? How do
you know?

34. Textual Analysis
• What knowledge does the reader need to bring
to the text in order to understand it?
• Who would feel 'left out' in this text and why?
• Who would feel that the claims made in the text
clash with their own values, beliefs, or
experiences?

35. • How is the reader 'positioned' in
relation to the author (e.g., as a
friend, as an opponent, as someone
• who needs to be persuaded, as
invisible, as someone who agrees
with the author's views)?

36. • Another approach for analyzing texts
is to use a checklist such as
• CARS (Credibility. Accuracy.
Reasonableness. Support),
• Which was originally developed for
use in evaluating web sites.

37. CREDIBILITY

38. Credibility
• Evidence of authenticity and reliability is very important.
Tests that help the reader judge the credibility of a text
include examining the author's credentials and the quality
of content. It is necessary to look for biographical details
on their education, training, and/or experience in an area
relevant to the information by asking.

39. Credibility
• "Do they provide contact information (email or postal
address,phone number)?
• What do you know about the author's reputation or previous
publications"?
• Information texts should pass through a review process, where
several readers examine and approve the content before it is
published Statements issued in the name of an organization
have almost always been seen and approved by several people.

40. ACCURACY

41. Accuracy
• Information needs to be up to date, factual, detailed, exact,
and comprehensive. Things to bear in mindwhen judging
accuracy include timeliness and comprehensiveness.
• We must therefore be careful to note when information was
created, before deciding whether it is still of value.

42. Accuracy
• It is always a good idea to consult more than one text,
Indicators that a text is inaccurate, either in whole or in
part, include the absence of a date or an old date on
information known to change rapidly; vague or
sweeping generalizations; and the failure to
acknowledge opposing views.

43. REASONABLENESS

44. Reasonableness
• Reasonableness involves examining the information for
fairness, objectivity, and moderateness. Fairness requires the
writer to offer a balanced argument, and to consider claims
made by people with opposing views.
• A good information text will have a calm, reasoned tone,
arguing or presenting material thoughtfully. Like
comprehensiveness, objectivity is difficult to achieve. Good
writers, however, try to minimize bias.

45. SUPPORT

46. Support
• Support for the writer's argument from other sources
strengthens their credibility. It can take various forms such as
writing bibliography and references and corroboration. It is a
good idea to triangulate information, that is to find at least three
texts that agree.
• If other texts do not agree, further research into the range of
opinion or disagreement is needed.
• Readers should be careful when statistics are presented without
identifying the source or when they cannot find any other texts
that present or acknowledge the same information.

47. TEXT CLUSTERING

48. Text Clustering
• Text clustering involves confronting students with texts
which obviously contradict each other.
• The task is to use whatever evidence they can find to try
to make judgements about where the truth actually lies.
• Sometimes these judgements are relatively easy. News
reports, fairy tales, everyday texts are good materials for
text clustering

49. Wrap UP
• Critical literacy is a vital element to teach pupils in the 21st
century.
• Critical literacy is a central thinking skill that involves the
questioning and examination of ideas, and requires one to
synthesize, analyze, interpret, evaluate, and respond to the
texts read or listened to.
• Texts are always situated in fields of power, with economic,
cultural, and social exchange involved.

50. THANKS FOR EVERYTHING