Critical Literacy Presentation

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Critical Literacy Presentation
Critical Literacy
(Making Literacy Real - Chapter 3)
Elizabeth Harrison, Liisa Kleemola, Chelsea Nielsen,
Drew Erickson, Miranda Newton
Critical Literacy
Decoding what the text is communicating
and accepting at face value.
Appreciate the author without questioning
his or her motivations.
Literacy is not a mode for social action, but
rather a system for delivering information
that is consistently accurate.
Any Questions or
Essential Question
What is the importance of
critical literacy and how does
one imbed these strategies into
one’s day-to-day activities?
Critical Literacy…
- brings a critical perspective towards a text
- uncovers the underlying messages
- applies literacy to personal experience
- judges the validity and ethical use of the
- analyzes the author’s motivation
Critical Literacy
Critical literacy has been influenced by
work in the fields of feminism, racism,
and queer theory and has extended from
Literacy education should be concerned
with raising the critical consciousness of
Key Tenets of Critical Literacy
1. Literacy is not a neutral technology, it is
always ideologically situated. It is shaped by
power and, in turns, shapes subjects and
2.Learners are differently positioned in relation
to access to dominant literacy discourses
through aspects such as ‘race’, class, culture,
gender, language, sexual orientation, and
physical abilities.
Key Tenets of Critical Literacy
3. Critical literacy can foster political
awareness and social change.
4. Critical literacy is having a critical
perspective on language and literacy
itself, on particular texts, and on wider
social practices.
Key Tenets of Critical Literacy
5. A learner should critically assess his or
her culture.
6. Text production can provide
opportunities to transform discourses of
Critical Literacy and Students
Students make sense of newly learned
information by fitting it into past
Critical literacy expands this process by
making students self-aware of this natural
Students can then consider how others
interpret texts and information
differently based on their different past
Key Questions for Practice
•What is happening around me?
•Who is saying it? How are they saying it? Why are
they saying it?
•This reminds me of…
•What can I do with this information?
•How can I challenge the authority in this text?
Division 3 Newspaper Activity
Form groups of six.
Read through the article as a group.
Describe the motivations and
perspectives the article presents.
Student/Teacher Checklist:
Identify the perspective.
Identify the views this perspective is
Provide at least three examples from the
text that support your discoveries
Identify other possible perspectives of
this article.
What is the writer’s purpose in creating
this text?
Division 4
A Modest Proposal by Jonathan Swift
“I shall now therefore humbly propose my own thoughts,
which I hope will not be liable to the least objection.
I have been assured by a very knowing American of my
acquaintance in London, that a young healthy child
well nursed is at a year old a most delicious,
nourishing, and wholesome food, whether stewed,
roasted, baked, or boiled; and I make no doubt that it
will equally serve in a fricassee or a ragout.”
Division 4
Imagine you want to create a lesson from this
text where high school students satirize
injustices they see in the world.
How would you foster the critical attitude they
would need to identify contemporary
How would you scaffold the necessary skills to
write satire?
Division 2
Read “The Three Little Pigs” and “The True
Story of the Little Pigs” or “Jack and the
Beanstalk” and “Giants Have Feelings Too.”
Compare and contrast the ideas in the text.
In groups, students argue for or against the two
perspectives in small groups
Students write a defense of their position.
This can be peer reviewed.
“Critical Literacy does not necessarily
involve taking a negative stance, rather it
means looking at an issue or topic in
different ways, analyzing it and hopefully
being able to suggest possibilities for
change or improvement.” - pg. 51
Division 1
Students write letters to Santa and prepare a
classroom visit with him.
Santa of a different nationality comes and surprises
the students
Students respond after the visit with discussion about
the visit, their expectations of what Santa looks like,
and other view-based preconceptions that were
affected during this visit.
Present other visuals of multi-cultural Santa figures to
expand student conceptions of what Santa could look
like in different cultures and countries.
Exit Slip
What is the importance of critical
List one strategy to include critical
literacy into the classroom.
(These will be posted on Moodle)
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