Critical literacy isn't just for books anymore (original) (raw)
Related papers
Changing student demographics, globalization, and flows of people resulting in classrooms where students have variable linguistic repertoire, in combination with new technologies, has resulted in new definitions of what it means to be literate and how to teach literacy. Today, more than ever, we need frameworks for literacy teaching and learning that can withstand such shifting conditions across time, space, place, and circumstance, and thrive in challenging conditions. Critical literacy is a theoretical and practical framework that can readily take on such challenges creating spaces for literacy work that can contribute to creating a more critically informed and just world. It begins with the roots of critical literacy and the Frankfurt School from the 1920s along with the work of Paulo Freire in the late 1940s (McLaren, 1999; Morrell, 2008) and ends with new directions in the field of critical literacy including finding new ways to engage with multimodalities and new technologies, engaging with spatiality- and place-based pedagogies, and working across the curriculum in the content areas in multilingual settings. Theoretical orientations and critical literacy practices are used around the globe along with models that have been adopted in various state jurisdictions such as Ontario, in Canada, and Queensland, in Australia.
Freire's Cultural Action for Freedom (1970), which explains the ideas that underpin his critical approach to education in general and literacy pedagogy in particular, was first published in English over thirty years ago. Since then, critical literacy, a tradition of language and literacy education that takes seriously the relationship between language, literacy and power, has built upon his work in relation to developments in the field of language and literacy education, in relation to the possibilities and constraints in different contexts, and in relation to new technologies. Editorial: Critical literacy revisited: Writing as critique English Teaching: Practice and Critique
Critical Literacy and New Technologies
1998
Increasingly in Australia, attention is being given in English or language education to core or functional literacy conceived as print mastery, alongside literature, and critical literacy. The Queensland Years 1 to 10 English syllabus evinces an attempt to organize such qualitatively distinct "literacies" under a burgeoning conceptual and theoretical umbrella. The result is a syllabus which many regard as "unwieldy, if not incoherent, bursting at the seams, and often palpably unsuccessful" at the level of classroom implementation. This paper considers a different approach to understanding literacy in general and critical literacy in particular. This approach aims to transcend the earlier kind of compartmentalized view and develops a sociocultural view of literacy as necessarily involving three dimensions: "operational," "cultural," and "critical." According to the paper, an integrated view of literacy in practice and in pedagogy addresses all three dimensions simultaneously; none
Critical Literacy and Digital Texts
Educational Theory, 1996
This essay will explore in a preliminary way some possibilities for enlarging and enhancing conceptions and practices of critical literacy through the reflective appropriation of electronic technologies.
Critical Literacy and Literacies
Journal of Education, Teaching and Social Studies
Literacy emerged as a concept that meant the application of reading, writing and numeracy skills in the individual’s everyday context. Nowadays, the concept of literacy takes on a central and multivariate dimension and is mobilized in several contexts, such as digital literacy, sustainability literacy and ocean literacy, just to name a few. This paper seeks to discuss these multiplicities of literacies through an approach supported in the critical literacy concept, as well as the implications of this stance.