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Critical Literacy

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steve reinhart

on 23 April 2010

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Transcript of Critical Literacy

"Critical Literacy is an instructional approach that advocates the adoption of critical perspectives toward text. Critical literacy encourages readers to actively analyze texts and it offers strategies for uncovering underlying messages. There are several different theoretical perspectives on critical literacy that have produced different pedagogical approaches to teaching and learning. All of these approaches share the basic premise that literacy requires the literate consumers of text to adopt a critical and questioning approach." Wikipedia.com Why users won’t start to use the tutorial "Meeting the needs of users requires us to know who these users are and what needs they have before we stand a chance of being able to fulfill their wishes." WEB #1 According to Myriam Torres and Maria Mercado, teachers must show students how to “read between the lines of the media messages, question the interests behind them, and learn how to look for alternative ways to be informed and/or entertained” WWW.LEARNNC.COM The development of critical literacy encourages students to question issues of power — explicitly disparities within social contexts like socio-economic status, race, class, gender, sexual orientation, etc
Critical literacy in practice Critical literacy and social action There is often an activist component to critical literacy education, where the teacher serves as the facilitator of social change. Critical literacy in the classroom Because critical literacy theory focuses on the relationships between language, power, social practice, and access to social goods and services, there are numerous methods of engaging students in becoming critical members of their society. ARTICLE An E-Learning Tutorial
for Vocational E-Literacy:

Dr Amanda C. Elliott and Ruth A Hunn
Cranfield University, DCMT
This paper reports the key elements of the initial phases of an e-learning project to develop a tailored e-literacy tutorial for vocational students of Cranfield University, studying both on and off campus. The research phase of the project comprised reviews of the existing literature and online information literacy tutorials and a benchmarking exercise. This aimed to establish current best practice and previous lessons learned to avoid common problems and re-invention. Cranfield University, DCMT provides e-learning courses to the military and the Information Services Department saw it as an obligation to provide information skills to those studying on these distance courses. The institution is currently in the process of developing an online information literacy tutorial that will be used by students registered on courses at Cranfield University, DCMT. The e-learning information literacy tutorial is being developed with the aim of enabling the students to learn the relevant application of identifying, locating and using information effectively. The tutorial is directed at vocational learners who are studying at Officer level. The e-literacy tutorial will be designed to sit alongside a specific suite of military programs that Cranfield University has been involved in producing. WEB #2 Hypermedia Authoring as Critical Literacy http://www.readingonline.org/electronic/JAAL/3-01_Column/ How hypermedia fosters critical literacy:

Hypermedia combines hypertext (texts linked together by multilinear nodes) and multimedia (e.g., photos, video, art, audio, text) to produce an interactive media experience for participants. Because hypertext allows participants to choose optional paths through multimedia, participants can construct and respond to hypermedia interactively. Students also use hypermedia to construct critical responses to literature (Landow, 1997; McKillop & Myers, 1999). Technology tools allow readers to connect to the text a vast array of multimedia life experiences that become relevant through their response to the text. LESSON PLAN QuickTime videos to interrogate or challenge implied ideological stances evoked by literary texts. In response to Ray Bradbury's Fahrenheit 451:

Small groups create QuickTime videos about a significant theme in the novel: individuality, knowledge as power, censorship, utopia, or thought control. Using the software Avid Cinema™, 15 groups of students extended these ideas into images, movies, music, and words drawn from their own everyday lives The small-group structure also forced the students to continually negotiate the potential meanings for (a) each text used in their video and (b) the meaning constructed across the sequence of juxtaposed clips.
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