1 / 18

Critical Literacy

Critical Literacy. MAEPA – IPGM-KL Nettie Boivin August 1, 2012. Students Become Investigators. “Traditionally in reading, the emphasis has been on the author’s power, but in critical literacy, readers who are text critics actively exert their power by questioning the author’s

gina
Download Presentation

Critical Literacy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Critical Literacy MAEPA – IPGM-KL Nettie Boivin August 1, 2012

  2. Students Become Investigators “Traditionally in reading, the emphasis has been on the author’s power, but in critical literacy, readers who are text critics actively exert their power by questioning the author’s message and its hidden implications.” (McLaughlin & DeVoogd, 2004, p. 151)

  3. What is Critical Literacy? • Reading Past the Definition • Allowing for more than one interpretation. • Extracting familiar issues and culture from the story. • Questioning what the author says and why they say it.

  4. Teach Children

  5. Teaching children that • Authors write for particular audiences and assume that these audiences have specific cultural knowledge and share certain values. Critical Perspective: • Problem posing requires that we ask students questions such as the following See Example with gender and beautiful http://faculty.uoit.ca/hughes/Contexts/CriticalLiteracy.htmlSimpson (1996)

  6. Teaching children that •  Characters are not real but constructed by authors and that stories are not reality but a selected version of it Simpson (1996)

  7. servant Prince

  8. Japanese Pumpkin Pumpkin Fairy Godmother Glass Slipper

  9. Teaching children that • Authors lead the reader to respond to the story in particular ways through use of language, point of view, and other conventions, and that children can generate alternatives to authors perspectives • Ex: Red Riding Hood • http://faculty.uoit.ca/hughes/Contexts/CriticalLiteracy.html Simpson (1996)

  10. Goldilocks & The Three Bears • See The Story Goldilocks and the Three Bears.

  11. Teaching children that • Authors leave gaps in stories, so readers can look for what is missing and explore why? Task 2: What questions were would you use for Goldilocks and the three bears? In groups fill in one question for the section given. Simpson (1996)

  12. Challenging the Text - Primary Style Problem Posing Question Early Primary Adaptation • Who is in the text? • Whose voice is missing? • Who is telling the story? What do you think they want? • Who is missing? Who is marginalized? • What story would an alternative text tell? • Who is doing the talking? • Who doesn’t talk? • What do you think (character) is thinking in this picture? • How come we never see (character) ? • What would (character) say if she/ he told the story?

  13. Challenging The Text • Using one of the versions of book create a task using some of the questions. • How could they relate to the task?

  14. The Purpose of the Piece • Authors viewpoint • Understanding from different contexts • Why was it written?

  15. Resources and Related Reading Comber, B. (2001). Critical literacy: Power and pleasure with language in the early years.Australian Journal of Language and Literacy,24(3), pp.168–181. Cummins, J. (2004). Multiliteracies pedagogy and the role of identity texts. In K. Leithwood, P. McAdie, N. Bascia, & A. Rodrigue (Ed.), Teaching for deep understanding: Towardsthe Ontario curriculum that we need. (pp. 68–74). Toronto: Elementary Teacher’s Federation of Ontario (ETFO). Green, P. (2001). Critical literacy revisited. In H. Fehring & P. Green (Eds.), Critical literacy:A collection of articles from the AustralianLiteracy Educators Association (pp. 15–39). Newark, DE: International Reading Association Luke, A., O’Brien, J., & Comber, B. (2001). Making community texts objects of study. In H. Fehring & P. Green (Eds.), Critical literacy: A collection of articles from the Australian Literacy Educators Association (pp. 112–123). Newark, DE: International Reading Association. McLaughlin, M., & DeVoogd. (2004). Critical literacy: enhancing students’ comprehension of text. New York: Scholastic. Ontario Ministry of Education. (2004). Literacyfor learning: The report of the expert panelon literacy in Grades 4 to 6 in Ontario.Toronto, ON: Queen’s Printer for Ontario. Ontario Ministry of Education. (2006a). A guideto effective literacy instruction, Grades 4 to 6.Volume 1: Foundations of literacy instructionfor the junior learner. Toronto, ON: Queen’s Printer for Ontario. Ontario Ministry of Education. (2006b). TheOntario curriculum grades 1-8: Language. Toronto, ON: Queen’s Printer for Ontario. Ontario Ministry of Education. (2007). TheOntario curriculum grades 1-8: Science andTechnology. Toronto, ON: Queen’s Printer for Ontario. Ontario Ministry of Education. (2008). A guide to effective literacy instruction, Grades 4 to 6. Volume 7: Media Literacy. Toronto, ON:Queen’s Printer for Ontario.Ontario Ministry of Education. (2009). Connecting practice and research: Critical literacy guide. http://www.edugains.ca/resourcesLIT/ CoreResources/Critical_Literacy_Guide.pdf Rolheiser, C., & Bennett, B. (2001) Beyond Monet: The artful science of instructional integration. Toronto, ON: Bookation Inc. Temple, C. (2005/06). Critical thinking and critical literacy. Critical Thinking Intenational. http://wwwfp.education.tas.gov.au/ english/critlit.htm Vasquez, V.M. (2004). Negotiating critical literacies with young children. Mahway, N.J.:Lawrence Erlbaum. Wilhelm, J.D. (2007). Engaging readers & writers with inquiry: Promoting deep understandings in language arts and the content areas with guiding questions.New York: Scholastic.

  16. Some websites CRITICAL THINKING INTERNATIONAL (CTI). Promotes active learning and critical thinking in formal and non-formal educational settings, in all disciplines and at all levels, primary school through university and adult education. http://wwwfp.education.tas.gov.au/ english/critlit.htm READING ONLINE. Electronic journal of the International Reading Association offering hundreds of articles on a range of topics in reading education. www.readingonline.org CLIP PODCAST. On-demand internet broadcast of critical literacy as it is produced and talked about in different spaces and places. http://www.clippodcast.com/ EDU GAINS. Storehouse of classroom-ready, research-based teaching and professional learning resources for mathematics, literacy, ELL and differentiated instruction, for Grades 7–12. www.edugains.ca ONTARIO EDUCATIONAL RESOURCE BANK. Provides elementary and secondary teachers with resources to engage their students in learning, as well as an opportunity to share teaching resources with colleagues across Ontario. http://resources.elearningontario.ca/ http://caledonianblogs.net/nilfs/2010/02/25/questioning-kilmacolms-innovative-blooming-blooms-approach/ http://www.primaryresources.co.uk/english/englishC4.htm

More Related