What is Critical Literacy?
Most teachers would agree that developing critical literacy should be a priority on secondary school curricula. However, there is a tendency to think that building this important awareness is the responsibility of the teacher of language and literature.
What exactly is critical literacy?
How is it similar to or different from critical thinking ability?
In what ways can teachers of language and literature in secondary schools engage critical literacy with their students?
We search the web for clarification and share not only our findings but our sources.
What exactly is critical literacy?
How is it similar to or different from critical thinking ability?
In what ways can teachers of language and literature in secondary schools engage critical literacy with their students?
We search the web for clarification and share not only our findings but our sources.
posted by Cynthia James | 7:51 PM
12 Comments:
Although there are several versions of critical literacy, each underpinned by different theoretical perspectives, all of them involve an active, challenging approach to reading and textual practices. Critical literacy involves the analysis and critique of the relationships among texts, language, power, social groups and social practices. It shows us ways of looking at written, visual, spoken, multimedia and performance texts to question and challenge the attitudes, values and beliefs that lie beneath the surface.
It includes: examining meaning within texts; considering the purpose for the text and the composer’s motives; understanding that texts are not neutral, that they represent particular views, silence other points of view and influence people’s ideas; questioning and challenging the ways in which texts have been constructed; analyzing the power of language in contemporary society; emphasizing multiple readings of texts. (Because people interpret texts in the light of their own beliefs and values, texts will have different meanings to different people; having students take a stance on issues; providing students with opportunities to consider and clarify their own attitudes and values; and providing students with opportunities to take social action.
Critical Literacy is important since changing societal structures, increasing social and cultural diversity and the marketing of ideas and products through multimedia mean that we need to think about literacy for lifelong learning in new ways. Changes in society are occurring so rapidly that we need to take time to think about whether they will have positive or negative effects upon our ways of living. Asking questions such as: In whose interest?, For what purpose?, and Who benefits?, make changes problematic and encourage us to reflect upon them. Allan Luke (1993) says Literacy ... is as much about ideologies, identities and values as it is about codes and skills.
Teachers of language and literature in secondary schools can engage critical literacy with their students in many ways.
1) Questioning Students - These questions can be asked of most spoken, written, visual, multimedia and performance texts. They encourage students to question beliefs that are often taken for granted.
Critical Literacy Questions
Textual purpose(s)
What is this text about? How do we know?
Who would be most likely to read and/or view this text and why?
Why are we reading and/or viewing this text?
What does the composer of the text want us to know?
Textual structures and features
What are the structures and features of the text?
What sort of genre does the text belong to?
What do the images suggest?
What do the words suggest?
What kind of language is used in the text?
Construction of characters
How are children, teenagers or young adults constructed in this text?
How are adults constructed in this text?
Why has the composer of the text represented the characters in a particular way?
Gaps and silences
Are there ‘gaps’ and ‘silences’ in the text?
Who is missing from the text?
What has been left out of the text?
What questions about itself does the text not raise?
Power and interest
In whose interest is the text?
Who benefits from the text?
Is the text fair?
More Critical Literacy questions:
What knowledge does the reader/viewer need to bring to this text in order to understand it?
Which positions, voices and interests are at play in the text?
How is the reader or viewer positioned in relation to the composer of the text?
How does the text depict age, gender and/or cultural groups?
Whose views are excluded or privileged in the text?
Who is allowed to speak? Who is quoted?
Why is the text written the way it is?
Whose view: whose reality?
What view of the world is the text presenting?
What kinds of social realities does the text portray?
How does the text construct a version of reality?
What is real in the text?
How would the text be different if it were told in another time, place or culture?
Interrogating the composer
What kind of person, and with what interests and values, composed the text?
What view of the world and values does the composer of the text assume that the
reader/viewer holds? How do we know?
Multiple meanings
What different interpretations of the text are possible?
How do contextual factors influence how the text is interpreted?
How does the text mean?
How else could the text have been written?
How does the text rely on inter-textuality to create its meaning?
2) Learning Activities - Students can also be engaged in learning activities such as: Immersion, Prediction, Deconstruction, Reconstruction, and Taking social action.
I think that critical literacy is something that is lacking in our schools today. Students are not given the neccessary skills to develop these critical thinking abilities.Critical thinking and Critical Literacy is indeed important for progress to take place in the education system. And this starts in the classroom.
Online Sources:
Critical Reading and Critical Literacy
This article from the International Reading Association compares the differences between the traditions, perspectives and goals of critical reading and critical literacy.
Critical Literacy and Reading
In this paper Barbara Comber examines some of the connections between critical literacy and learning to read.
What is Critical Literacy?
An introduction to critical literacy by Ira Shor.
Hi all,
I have discovered that while there are various perspectives on “critical literacy”, they all involve a thorough examination of texts to gage implicit meanings, writer’s purpose and perspectives that influence the writings. However, this challenging approach is not only adopted in textual analysis but also in the analysis of language and multiple readings of texts to create an expression of an individual’s own attitudes and values. Ultimately, critical literacy aims at prompting its students to take social action.
Critical literacy according to Wendy Morgan (1996) attempts to develop three kinds of understanding:
• the way texts and their discourses work to represent reality and define what is necessary for us
• a sympathetic understanding of the people who are affected (shaped) by those discourses
• ways we can engage with those texts and their debates
In contrast to this, “critical thinking” is the process by which information is analysed, synthesized and evaluated based on relevance, sound evidence, depth and fairness. The manner in which information is gathered can be through observation, experience, reflection, reasoning or communication.
It requires the discovery of implicit meanings very much like critical literacy, through the examination of purpose, problem, assumptions, concepts and empirical grounding to arrive at conclusions, implications and consequences, objections from alternative viewpoints; and frame of reference.
Building an awareness of critical thinking, however, should not necessarily be the focus in Literature but rather it should be a criterion in the exploration of variable subject matter and modes of thinking from mathematical to historical, economic and moral. "We should be teaching students how to think. Instead, we are teaching them what to think." Clement and Lochhead(1980), Cognitive Process Instruction.
With respect to teaching critical LITERACY in subjects other than English, I can perceive the use of challenging approaches in Historical perspectives and other subjects. However, the essential use of texts might be limited in some subjects such as Mathematics. The questions that guide critical thinking (why, how etc), though, can be applied to all subject areas.
In teaching critical literacy, questions to guide learning can be asked of most spoken, written, visual, multimedia and performance texts. They encourage students to question beliefs that are often taken for granted.
Critical Literacy Questions like those posted by Surajdai can be found on the following website. I found it really helpful in constructing questions to guide learning.- http://wwwfp.education.tas.gov.au/English/critlit.htm)
Similarities between critical literacy (CL) and critical thinking (CT): Both involve openmindedness, complex thinking, higher order thinking skills, self-direction, problem solving, gathering/inquiry/critique of relevant information, effective communication, objections from alternative viewpoints, overcoming egocentrism & sociocentrism (as explained in the websites supplied by bloggers).
Differences between CL and CT: CL approaches ALL texts cautiously with a recognition of bias which is consciously resisted so as to be revealed via investigation/questioning (the reader's own identity/values, author's purpose, stereotype, language, dominant culture, author positioning reader etc.) unlike critical thinking; CL’s end is change or for the very least a challenge to what is presented as known (a text critic for life) as opposed to an appraised use of excellent thought processing when the need arises as in CT; a CThinker can act selfishly for his own vested interests as the pigs in Animal Farm unlike the individual who uses CL for here the end is always empowerment of the underprivileged or social justice; CL is wrought with the beliefs of the critical theorists very moreso than CT; Reading from a critical stance as in CL = reading the “world” and not just the “word” so as not to be manipulated by the text (Freiere, 1970).
Thus, the critically aware individual that has CL acts as a revolutionist intervening for the deprived in an unjust society; a social transformist breaking the code of criticality in texts, an agent for possible social action so as to eradicate socioeconomic inequities.
Despite a lack of specific resource strategies, the teacher that adopts a critical perspective on literacy often adopts similar instructional techniques in the classroom as have been listed above by other bloggers. However, he must not forget the class environment/routine e.g. do class arrangements/atmosphere facilitate discussions/interaction? Are students allowed sufficient ownership of class tasks/routines? Is time allotted for students to reflect e.g. at the end of a class? Etc. Also, the teacher of CL must also model its use so as to increase students’ metacognitive awareness here. In stressing the text as being socially constructed, CL gives a depth and breadth of understanding that "surpasses" CT, in my opinion.
Thanks, Dr. James and all bloggers.
Critical literacy and critical thinking.
• Critical Literacy is an ongoing learning process that enables one to use reading, writing, thinking, listening, speaking, and evaluating in order to effectively interact, construct meaning, and communicate for real-life situations. An active literate person is constantly thinking, learning, reflecting, and is assuming the responsibility for continued growth in their own literacy development.
. The goal is development of critical thinking to discern meaning from array of multimedia, visual imagery, and virtual environments, as well as written text.
• http://www.bridgew.edu/Library/CAGS_Projects/LTHOMSON/web%20page/literacy%20definition.htm
• http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm
Critical thinking:
A Definition:
Critical thinking is that mode of thinking - about any subject, content, or
problem - in which the thinker improves the quality of his or her thinking
by skillfully taking charge of the structures inherent in thinking and
imposing intellectual standards upon them.
It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophy.
http://www.criticalthinking.org/aboutCT/definingCT.shtml
it seems as if critical thinking involves a more methodical process intended to pull to pieces and analyse something. Whereas critical literacy involves a more subjective response. I understand Critical literacy in students to mean developing their ability to respond and relate to texts, to connect literature to their own experiences and derive various levels of meaning from what they read.
Critical thinking (CT)is "reasonable, reflective, reasonable and skillful thinking that is focused on what to believe or do" (Schaferman, 1991). The skills involved in CT are asking appropriate questions, gathering information, reasoning logically from the information to come to reliable and trustworthy conclusions about the world.
In Literature CT, according to Donald (2002), involves close reading of a text that is achieved by taking meaning from text, bridging gaps and integrating textual elements and analyzing and organizing all of these elements.
Critical literacy (CL)is similar in that it encourages readers to take a questioning stance and to work toward changing themselves and their world. CL therefore goes beyond CT in that it focuses on the individual's positioning in the world and his attempts to transform it.
Shannon (1995) defines CL as a means for understanding one's own history and culture, to recognize connections between one's life and the social structure, to believe that change in one's life and the lives of others and society are possible. CL therefore incorporates CT, questioning and transformation of one's self or one's world.
CRITICAL DISCUSSION PROMPTS
STRUCTURAL PROMPTS
* Where does the novel come from? (its historical and cultural origin)
* What social function does the novel serve? (discourse in fictional worlds often mirrors and sheds light on power relationships in society)
SUBJECT AND READER POSITIONING
* How does the adult author construct the world of adolescence in the novel?
* Who is the ideal reader for this novel?
* How far do you accept this positioning?
* What other positions might there be for reading this novel?
GAPS AND SILENCES
* Who gets to speak and have a voice in the novel and who doesn't?
* What is left out of the novel? (this may include events that take place outside of school)
* How else might these characters' stories be told?
* These characters inhabit certain places and spaces where they construct their identities. What alternative places and spaces could be sites for constructing identity?
CLASSROOM TRANSFORMATIONS
* How might we rewrite this novel to deal with gaps and silences?
Sources: http://www.freeinquiry.com/critical-thinking.html
http://www.readingonline.org/articles/art_index.asp?HREF=/articles/cervetti/index.html
http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/xu/index.html
Journal of Adolescent & Adult Literacy 46 no8 638-48 My 2003
The Reading Teacher 57 no5 472-81 F 2004
i have been for the past two weeks trying to understand/ rationalize my own understanding of what these terms actually mean, not only in terms of application to the classroom setting but also to my own approach to text in its varied form. much of the reading implies a deconstrustive implantation in the manner in which we interact with text, looking in particular at the social , historical and even political paradigms that impinge, support and propogate the material. all of this may very well be true but the more important question is about relevance and application.
what then is our position, to use cliche, on the issue?
i believe that critical literacy is the ability to fill in the blanks with our own colourings whether they be in the form of traditional or non traditional views it does not really matter for language is protean and the human condition remains the same. implying that though the structures and discourses may change the relevance and the universality will ultimately remain much the same.
interpretation relies upon circumspection and this ability to intextualize relies upon knowledge of language not only in terms of social contexts but also as it has operated and does operate in terms of a linear historical process of reflecting ideology.
relevance to time and social zeitgiest is perhaps most important in the analysis of language critically for these are the basic elements of ideology. eg. our prime minister has dropped a bombshell of an intention of another smelter plant. true?
what does this mean to us?
using critical literacy as our interpretave and deconstructive lens we can arrive at several possibilities or conclusions: is this meant to infuriate?
is this the truth?
is there some thread of knowledge that supports these propositions that we are missing?
is there a liklihood of insanity?
is this sound politically?
these are only some of the questions that arise and these reflect our own engagement with critical literacy. interesting it is that we seek to find the truth of the matter by applying our own interpretation that must be founded on a logical appraisal of the social, historical and even the political situation of the moment.
filling in the blanks. what is not said is just as and perhaps more important that what is said.
how are we to inculcate this ability of critical analysis to our students without making the into eternal pessimist then? knowledge.
read, observe, study with an open mind then begin to question using the parameters of the knowledge that you have gained.
Good points, Doshi!
The issues you have raised really seem to be questioning: How does critical literacy impact on education in T&T? Are our students being taught to be socially aware and to take positions based on informed perspectives?
Most of the very bright people in T&T are not taught to approach Chemistry, Physics and Biology, for example, from a point of view of social implications. The emphasis is largely on learning what is required for the exams. I am glad that you have become a crusader for more socially aware educational instruction. I feel that with CAPE you will be able to educate your students both for excellence in examination outcomes and alertness with respect to social awareness, in a holistic way.
Critical Literacy is an “active, challenging approach to reading and textual practices.” The multiliterate individual of contemporary society should not just take things at face value; he has to probe deeper. He has to analyse and critique not only in reading but must apply the same principle as it applies to movies, lyrics and music of songs .In reading the text this may involve multiple reading. He examines the purpose of the writing and the way language works to influence him and others. He looks at power structure, social groups and social practices. He sees the text in the light of the audience for which it was intended, the historical /cultural context, values system at that period, the writers viewpoint, the perspective of the characters. He considers these and develops a standpoint of his own. In analyzing issues of injustice and inequity he sees himself as a proactive individual with the power to effect change.
Critical thinking involves the capability to utilize rational , disciplined, intellectual criticism. The critical thinker considers the influence of prejudice and bias; he evaluates all factors and rationally develops his standpoint. He is not guided by emotion;is not concerned with being wrong is willing to consider a variety of alternative viewpoints and can remain open to other alternatives.
Critical thinking skills can be applied to all subject areas. To fully understand aspects of history the reader has to understand the context in which events occur. In Sciences it is utilised in problem based learning. The teacher of English has a multitude of ways to get the students to use critical thinhing:persuasive writing-speeches, advertisements-in literature as a whole. Although it is practiced to a limited extent if teachers should stop spoon feeding the students and show them how to develop critical thinking skills. We need to guide then along the path of developing these skills if they are to lead meaningful lives and become good citizens.
According to Ira Shor of the Journal of Pedagogy, Pluralism and Practice "we are what we say and do.the way we speak and are spoken to help shape us into the people we become". I understand that critical literacy deals with the criticism of your way of learning to read/write/understand. Only in this way can we understand the manner in which they have been taught and inculcated into society.
If we are to teach our students critical literacy then they will be capable of understanding and appreciating what is taught to them in the clasroom. Many of my students are not taught in this manner and they write the cxc examination without fully grasping the true meaning of the word literacy and what it means to be literate in this modern age.
You must be able to critically think before you can critically be literate. In order to think criticaly one must be able to conceptualize,apply,analyse , evaluate information. Only when one has the ability to do these acts then they can understand critical literacy . Therefore I believe that both go hand in hand.
One way we can incorporate critical literacy in the classroom is through the use of song lyrics. Teachers need to understand the role of popular culture in their students' lives and bring it into the classroom. students can identify with and with guidance, critique the piece at the same time. We can use songs that portray events that promote critical literacy through their storytelling or poetic presentation of issues.
In the article " Song Lyrics as Texts to Develop Critical Literacy" by Carol V. Loyd. the teacher used song lyrics that dealt with specific topics e.g. economy, environment, racism, to name a few.
The selections were well researched and tied in to the theme being taught.
While the article does not cite specific english classroom examples, we can be creative in our appliction in the classroom.
Teachers have to decide whether to give students 'texts, tools and spaces in the classroom to develop critical literacy" and song lyrics are examples of texts that students and teachers can use to accomplish this goal.
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