Quick write: What is critical literacy and why does it matter? 497 reading methods Brayko
Critical Literacy • Critical literacy: “Reading the word and reading the WORLD” (Paulo Freire) • Reading texts with a lens focused on power Issues—”Whose knowledge is being represented and privileged here?” • Encourages students to question issues of power (often related to inequality, poverty, racism) and critique/challenge structures that foster injustice • QUESTIONS OFTEN CONSIDERED: WHOSE VOICE IS HEARD/CONSIDERED IN THIS TEXT? WHAT DOES THAT MEAN FOR THE PARTIES INVOLVED? WHAT DOES THAT MEAN FOR US?
WRITING TO LEARN IN THE CONTENT AREAS • Using writing as a tool for thinking • Different from more formal or public writing tasks teachers commonly assign students (i.e. reports, essays). • WRITING TO LEARN EFFORTS (OR WTLS) ARE USUALLY: • Short • Exploratory • Informal • Personal (usually just for us, the writers, not someone else) • One draft • Unedited • Ungraded (however, they may receive lots of feedback)
IEFA in a Reading Classroom • Texts about Native people, governments, contributions, issues • Texts written by/illustrated by/vetted by Natives • Critical literacy • Partnerships • Teaching Native students well • Teacher expectations (troubling research) • Stance of inquiry • Own positionality
TEXT RESOURCES • American Indians in Children's Literature – a critical discussion of children's books that contain images and content about American Indians. http://americanindiansinchildrensliterature.blogspot.com • The Indian Reading Series: Stories and Legends of the Northwest. Grades K-6. www.nwrel.org/indianed/indianreading/ • Oyate - The best resource for information regarding literature by and about Native peoples. Grades K-12. http://www.oyate.org • Turtle Island Storytellers Network is the American Indian speaker’s bureau being developed to promote talented American Indian storytellers, tribal historians, and song carriers from the Pacific Northwest and Northern Plains. Grades K-12. http://www.turtleislandstorytellers.net/index.html
IEFA and CCSS • http://opi.mt.gov/PDF/IndianEd/MCCS/INED_MCC_Grade_II.pdf
IEFA LESSONS • Take out lesson you selected from IEFA curriculum materials (OPI website) • Write a BRIEF summary of lesson on post-it • Discuss lessons • Explain HOW the lesson(s) you selected engaged one or more of the Essential Understandings • Place your post-it on the Essential Understanding that you think the lesson best represents/addresses