Mini Lessons that Promote Critical Literacy with Social Justice Minded Gifted Students
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Transcript of Mini Lessons that Promote Critical Literacy with Social Justice Minded Gifted Students
WHAT IS CRITICAL LITERACY?
• TEACHING STUDENTS TO READ DEEPLY TO IDENTIFY ISSUES OF POWER,
INJUSTICE, PRIVILEGE AND POSITIONING WITHIN TEXT
• FURTHER, TEACHERS ENCOURAGE STUDENTS TO UNDERSTAND THEIR
PREVALENCE AND CHALLENGE THESE SOCIETAL NORMS AS UNJUST
THE GUIDED COMPREHENSION DIRECT INSTRUCTION FRAMEWORK (MCLAUGHLIN & ALLEN, 2002A)
• EXPLAIN WHAT THE CRITICAL LITERACY STRATEGY IS AND HOW IT WORKS.
• DEMONSTRATE THE STRATEGY, USING A THINK-ALOUD, A READALOUD, AND AN
OVERHEAD PROJECTOR OR CHALKBOARD.
• GUIDE THE STUDENTS TO WORK IN SMALL GROUPS OR WITH PARTNERS TO
CREATE RESPONSES.
• PRACTICE BY HAVING STUDENTS WORK WITH PARTNERS OR INDEPENDENTLY TO
APPLY THE CRITICAL LITERACY STRATEGY.
• REFLECT ON HOW THE STRATEGY HELPS STUDENTS READ FROM A CRITICAL
STANCE.
Explain
Demonstrate
GuidePractice
Reflect
McLaughlin & Allen, 2002
PROBLEM FINDING
Power Privilege InjusticeEquity & Equality
PROBLEM POSING
Who is in the text/picture/situation?
Who is missing?
Whose voices are represented? Whose
voices are marginalized or
discounted?
What are the intentions of the
author? What does the author want the
reader to think?
What would an alternative
text/picture/situation say?
How can the reader use this information to promote equity?
McLaughlin & DeVoogd (2004)
PROBLEM POSING: THE REST OF THE STORY
• STUDENTS USE PRIOR
KNOWLEDGE TO DETERMINE
WHAT IS MISSING OR
UNDERREPRESENTED IN THE
STORY.
• THEN USE INTERNET OR
OTHER RESOURCES TO FIND
OUT THE REST OF THE STORY.
PROBLEM POSING: SWITCHING
• STUDENTS RESPOND TO
QUESTIONS AROUND ONE
OF SEVERAL TOPICS.
• THEN THEY THINK ABOUT
HOW THE STORY WOULD
BE DIFFERENT IF THAT
ELEMENT WERE
CHANGED.
GENDER RACE
SETTING LANGUAGE
THEME EMOTION
PROBLEM POSING: SWITCHING
• STUDENTS RESPOND TO
QUESTIONS AROUND ONE
OF SEVERAL TOPICS.
• THEN THEY THINK ABOUT
HOW THE STORY WOULD
BE DIFFERENT IF THAT
ELEMENT WERE
CHANGED.
SETTING SWITCH
TELL THE STORY IN A DIFFERENT TIME PERIOD OR
SOCIAL CLASS
HOW WOULD THE STORY CHANGE?
PROBLEM POSING: SWITCHING
• STUDENTS RESPOND TO
QUESTIONS AROUND ONE
OF SEVERAL TOPICS.
• THEN THEY THINK ABOUT
HOW THE STORY WOULD
BE DIFFERENT IF THAT
ELEMENT WERE
CHANGED.
GENDER SWITCH
TELL THE STORY USING A DIFFERENT GENDER FOR
A MAIN CHARACTER
HOW WOULD THE STORY CHANGE?
RESOURCES
• JANKS, M. (2013). CRITICAL LITERACY IN TEACHING AND RESEARCH.
EDUCATION INQUIRY, 4(2), 225-242.
• MCLAUGHLIN, M., & ALLEN. (2002).
• MCLAUGHLIN, M., & DEVOOGD, G. L. (2004). CRITICAL LITERACY: ENHANCING
STUDENTS’ COMPREHENSION OF TEXT. NEW YORK, NY: SCHOLASTIC.