Critical Literacy and New Technologies (original) (raw)
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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.
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.
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
Public education in post-industrial societies has been restructured based on a human capital model that prioritizes the economic value of citizens for the benefit of globally competitive national economies. In a policy-as-numbers climate (Lingard, 2011), school administrators and teachers struggle to 'produce results' and 'close gaps' within accountability systems built on standardized measures of learning. What possibilities exist for critical literacy as viable classroom pedagogy in such an environment? This article offers a contextual-empirical analysis of efforts to implement critical literacy in mainstream secondary classes in Singapore. Drawing on Freire's notion of generative themes, it identifies key political-policy constraints, showing how they impacted the pedagogical enactment of critical literacy tenets and pinpointing a focal direction for critical literacy in Singapore's English education. More generally, the article argues that critical literacy, more than ever, must be a localized practice responding to exigencies emerging at the global-local nexus.
Reimagining the Traditional Pedagogy of Literacy
Georgia Journal of Literacy, 2018
This case study examined the perceptions of a preservice teacher during the implementation of critical literacy with the integration of digital technology into a kindergarten classroom setting. a formative experiment (bradley & reinking, 2010) model was used to understand the perceptions of the pre-service teacher better while implementing critical literacy in a kindergarten classroom setting. The teacher-centered, continuous mentorship focused on critical literacy, and technology integration served as the intervention. This case study showed how teachers could fit critical literacy through technology integration into the literacy block by engaging students in shared or interactive reading activities with predetermined critical literacy questions as discussion points throughout the story. The results of this study also indicated that teaching critical literacy appeared to affect elementary grade students positively. The pedagogical goal is for teachers to modify mandated curriculum so that they build learning experiences about students' lives in engaging multiple, multimodal, and multifaceted ways. Critical literacy is the "new basic," a necessary life skill. our youngest learners are able to start thinking critically at an early age. despite popular belief, literacy, is not taught in isolation-it involves social and political acts that can be used to influence people and can lead to social change (Comber & Simpson, 2001). readers and consumers are bombarded with text daily that usually include underlying messages, and stereotypes. This is especially true with technological communication in which electronic media often carries no accountability, and many texts are unedited, heavily biased and are not attributed to any named or even credible author(s). because of this, teachers should be aware of the text that they are using to teach students literacy skills and they should teach students to critique texts instead of merely accepting them, as early as elementary age. Critical reading as a manifestation of critical thinking has become significant in living a more competitive life in the 21st century and beyond. Critical thinking involves higher order thinking skills and more complex cognitive processes necessary in the 21st century to achieve success in life (Greiff, niepel, & Wustenberg, 2015). This form of reading develops the student's