The Experts below are selected from a list of 47715 Experts worldwide ranked by ideXlab platform
Barbara Comber - One of the best experts on this subject based on the ideXlab platform.
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Foreword for "Critical Literacy Practice: Applications of Critical Theory in Diverse Settings"
2015Co-Authors: Barbara ComberAbstract:Given the impact of standardization and high-stakes testing on Literacy education policy internationally, it is encouraging to read fresh accounts of Critical Literacy in practice being enacted in many different educational contexts. Critical Literacy Practice: Applications of Critical Theory in Diverse Settings delivers what its title promises, namely, serious scholarly accounts of educators working to practice Critical Literacy and address the complexity that it entails. Importantly, the contributors include both recognized and emerging researchers in Critical Literacy studies. Critical Literacy needs input from culturally diverse and new scholars to address crucial and unfamiliar issues as well as perennial injustices relating to poverty, race, ethnicity, gender, sexuality, and location...
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Critical Literacy and social justice
2015Co-Authors: Barbara ComberAbstract:Given the global escalation of gaps between rich and poor, contemporary work in Critical Literacy needs to overtly question the politics of poverty. How and where is poverty produced, by what means, by whom and for whom and how are educational systems stratified to provide different kinds of education to the rich and the poor? Yet rather than Critical Literacy, international educational reform movements stress performative standards on basic Literacy. In this context Literacy researchers need to ask policy-makers hard questions about taken-for-granted rhetoric that surrounds poverty, Literacy and education. At school, regional and state levels, educational leaders need to argue for fair resourcing and decision-making for their communities and students. In classrooms teachers need to weave Critical questioning and inclusive learning interactions into the fabric of everyday life.
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Critical Literacy: Power and Pleasure with Language in the Early Years
The Australian Journal of Language and Literacy, 2001Co-Authors: Barbara ComberAbstract:Critical Literacy has sometimes been considered the realm of the upper grades even just for adults. Others have seen Critical Literacy as extension work for able students. This paper considers why some early years educators may have seen Critical Literacy as inappropriate for young children, and examines some the work that has been done by educators. It conceptualises Critical Literacy the early years as involving three pedagogical moves: identifying and mobilising children's analytic resources, examining Critical texts and offering children new discursive resources. It also tackles some common questions early childhood teachers ask about Critical Literacy and argues that Critical Literacy is by no means an optional extra for early childhood curriculum, but a centrepiece in educating young children.
Hilary Janks - One of the best experts on this subject based on the ideXlab platform.
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Critical Literacy s ongoing importance for education
Journal of Adolescent & Adult Literacy, 2014Co-Authors: Hilary JanksAbstract:In explaining the importance of Critical Literacy, this commentary suggests what teachers need to be able to do - essential ‘repertoires of practice’ (Comber, 2006). These include making connections with students’ lives, enabling them to do the necessary research, exploring texts and practices, considering the social effects of texts and practices and imagining possibilities for making a positive difference. These ideas are illustrated with an extended classroom example.
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Critical Literacy in teaching and research 1
Education Inquiry, 2013Co-Authors: Hilary JanksAbstract:This article explains Janks’ (2010) interdependent framework for Critical Literacy education, how it was developed and how it can be applied. The explanation focuses on each part of the framework: power, identity/diversity, access and design/redesign and it provides an argument for their interdependence. The framework is then applied to three illustrative case studies all of which relate to Critical Literacy education. The first relates to curriculum, the second to pedagogy and the third to research. Keywords: Critical Literacy, Mexican American Studies, Literacy pedagogy, Literacy research, power, access, identity, diversity, design, redesign, Critical Literacy framework (Published: 1 June 2013) Citation: Education Inquiry Vol. 4, No. 2, June 2013, pp. 225–242
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Critical Literacy: Beyond reason
The Australian Educational Researcher, 2002Co-Authors: Hilary JanksAbstract:In this paper, I argue that Critical Literacy is essentially a rationalist activity that does not sufficiently address the non-rational investments that readers bring with them to texts and tasks. I begin by looking at playful advertising texts that work with humour and the transgressive in order to consider the role of pleasure rather than reason. Then I examine the force of powerful identifications in relation to reason to show that educational interventions cannot ignore them. Finally, I tentatively suggest that we may need to find ways to combine socio-cultural and psycho-analytic theory in order to imagine new directions for pedagogy in the Critical Literacy classroom.
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domination access diversity and design a synthesis for Critical Literacy education
Educational Review, 2000Co-Authors: Hilary JanksAbstract:Critical Literacy education, based on a sociocultural theory of language, is particularly concerned with teaching learners to understand and manage the relationship between language and power. However, different realisations of Critical Literacy operate with different conceptions of this relationship by foregrounding one or other of domination, access, diversity or design. This paper argues that these different orientations in Critical Literacy education are crucially interdependent. This interdependence is then illustrated with three examples.
Patricia Ann Harvard-hinchberger - One of the best experts on this subject based on the ideXlab platform.
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Using Innovative Strategies to Enhance Health Promotion Critical Literacy
Nursing forum, 2006Co-Authors: Patricia Ann Harvard-hinchbergerAbstract:New and improved teaching strategies are required to engage students in meaningful coursework to enhance Critical thinking, problem-solving, and decision-making. Advanced practice nurses are responsible for producing creative and realistic health promotion and disease prevention proposals, which have the potential for implementation as part of a course requirement. Unfortunately, these proposals often lack the sophistication and Critical Literacy necessary to effectively communicate the student's knowledge and understanding of their ideas. Infusing Critical thinking and Critical Literacy into all curricula is one of the stated goals of the university-wide "Enhancing Critical Literacy Project." This learning-centered program serves as the platform for this article and the early adoption of selected student assessment techniques. Concepts presented as part of a Critical Literacy enhancement seminar provides the theoretical underpinning of this approach and is designed to encourage student innovation through creative writing. A detailed description of the various strategies and their implementation are discussed.
Rebecca Rogers - One of the best experts on this subject based on the ideXlab platform.
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Critical Literacy in a Kindergarten Classroom: An Examination of Social Action
Critical Literacy Practice, 2015Co-Authors: Rebecca Rogers, Meredith LabadieAbstract:Social action is an important part of Critical Literacy practice. In this chapter, we feature a case study of a child from a kindergarten classroom who, over the course of the year, develops the personal and collective resources that enable her to act on the injustice of bullying. Situated in a yearlong study of Critical Literacy practices, we draw on Critical discourse analysis to trace one child’s ways of representing, interacting, and being across time and texts to show how she engages with social action. We argue that social action in the Critical Literacy classroom is more than a project. It is the development of meanings and stances that prepare people for the kind of long-term work necessary for making the world a better place.
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Coaching Literacy Teachers as They Design Critical Literacy Practices.
Reading & Writing Quarterly, 2014Co-Authors: Rebecca RogersAbstract:Literacy specialists and coaches are called upon for Literacy leadership in schools and often wrestle with the tensions of implementing top-down reforms and making room for teacher- and student-led practices, such as Critical Literacy. Critical Literacy education holds the promise of engaging learners to use Literacy practices in ways that matter in the world. Yet researchers know very little about how teachers gain the pedagogical knowledge to practice Critical Literacy education. During 1 semester, I invited teachers in my course to join me in studying their teaching and learning practices. The questions at the heart of my research were as follows: When teachers are given the opportunity to construct Critical Literacy education, what practices emerge? How did I, as a course instructor and Literacy coach, support teachers as they designed Critical Literacy practices? As I demonstrate, each teacher took a different pathway in designing Critical Literacy education. Through critique and designing new educat...
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opening spaces for Critical Literacy introducing books to young readers
The Reading Teacher, 2012Co-Authors: Meredith Labadie, Melissa Mosley Wetzel, Rebecca RogersAbstract:How might book introductions open up spaces for Critical Literacy? This is the research question we asked while examining the records of teaching and learning within a yearlong teacher-research project in a second grade classroom. We designed a series of Literacy units focused on themes of human rights, freedom, peace, and civil rights. Our focus in this paper is on one slice of the classroom's Literacy life: book introductions. Our findings indicate that spaces for Critical Literacy were opened up through the teachers' careful selection of books; the teachers' use of purposeful prompts, and the teachers' willingness to let silence reign during the book introduction. We display three important findings through “telling examples” of what Critical Literacy book introductions sound and look like.
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a case study of teaching for Literacy acceleration within a Critical Literacy framework reconstructing pedagogical approaches
Pedagogies: An International Journal, 2007Co-Authors: Rebecca RogersAbstract:In this article I report on a case study of a teacher and student teaching and learning Literacy within a Critical Literacy framework. The case study is drawn from a larger study I conducted with teachers enrolled in a master's programme designed to prepare Literacy specialists. As the course instructor, I asked the students to engage with the theory and pedagogy of accelerative and Critical Literacy. In this article, I share a case study of how one teacher—Karen—learned to accelerate her second-grade student—Isaiah—as a reader and writer within a Critical Literacy framework. Karen's case points to the importance of a more nuanced language for talking about the emergence of Critical Literacy practices, one that recognises the growth and development of individuals as they become Critically literate.
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Adult Education Teachers: Designing Critical Literacy Practices
2007Co-Authors: Rebecca Rogers, Mary Ann KramerAbstract:This book examines the Literacy practices of exemplary adult education teachers working within Critical Literacy frameworks. It provides an in-depth look at the complexity of adult Literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design Literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult Literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization/certification, it adds a much needed teacher perspective. Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of Literacy education.
Wendy Morgan - One of the best experts on this subject based on the ideXlab platform.
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Im/proper Accountability: Towards a theory of Critical Literacy and assessment
Assessment in Education: Principles Policy & Practice, 2000Co-Authors: Wendy Morgan, Claire Maree Wyatt-smithAbstract:While Critical Literacy has recently become a pervasive discourse in policy and professional materials, there remains a most surprising silence about the theory and practice of assessment of students' performances and products in Critical Literacy classrooms. As the title of this paper suggests, our purpose is to move towards a theory of Critical Literacy and assessment, with the focus of the latter being on formative assessment designed to enhance classroom learning. Specifically, our intention is not to privilege either Critical Literacy or formative assessment theory, but rather to critique each from the vantage point of the other. In this way, we challenge various silences to speak about: the teaching-learning contract; mastery and apprenticeship; a dialogic relationship between teacher and student; and values and evaluation. In examining current theorising of the bases of formative assessment of students and Critical Literacy, we identify and explore tensions in that practice of assessment, and suggest a way beyond apparent impasses. Central to the discussion is a redefining of the nature of accountability in the theory and practice of Critical Literacy and assessment.
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Critical Literacy in the Classroom: The Art of the Possible
1997Co-Authors: Wendy MorganAbstract:Critical Literacy investigates how forms of knowledge, and the power they bring, are created in language and taken up by those who use texts. It asks how language might be put to different, more equitable uses, and how texts might be recreated in a way that would tell a different story. This book is a carefully documented and Critically analysed example of the growing emphasis on Critical Literacy in syllabuses, government reports and the like. It: * bridges the gap between academics' theorizing and teachers' work * describes how secondary teachers have planned and implemented Critical Literacy curricula on a range of topics, from Shakespeare to the workplace * listens to teachers reflecting on their teaching and analyses classroom talk * extrapolates from present practice to a future Critical Literacy in a digitised, hypermedia world. Teachers and students of education, Critical Literacy advocates and theorists of Literacy and schooling can learn much more from this book, which shows how Critical Literacy teachers, and their students are contributing to the ongoing reinvention of English education as Critical Literacy.