Critical Literacy (CL) Importance Classroom Practice Teacher hesitations Literature Types Age groups Picture books Multimodal texts/ Multiliteracies (SiuRunyan 2007) Illustrative texts Multicultural Every day texts (Vasquez 2007) Infants/early years Middle school High school Direct Indirect Authentic convocations driven by students (McCloskey 2012). Need for explicit teaching (Sharp 2012). Asking/answering seven preconceived questions, linguistic analysis, text clustering/comparing, visual analysis and joint construction activities (Green & Cochran 2003). Reading doesn’t = understanding à recreated characters in their own image (Dressel 2005). Often rejected text events which conflicted with their beliefs. 3-5 year olds (Vasquez 2007) Concerns about parents disapproval of certain books and topics, protecting the innocence of students, and the negatively influence that certain texts may have on students beliefs and behavours (Schmidt, Armstrong & Everett 2007). Improves academic outcomes Access to educational discourse (Sharp 2012). Question: Does CL effect academic achievement? Removes educational disadvantage (Janks 2001; 2004; Sharp 2012). To acquire cultural/linguistic capital (Janks 2001; 2004). “Access Paradox” explains disadvantage (Janks 2004). Recognise ideologies embedded in texts (Comber 2001; Boutte 2002). Produces the understanding that other, discourses and ideologies are legitimate and teaches how to work within diverse systems (Luke & Carpenter 2003). To engage young children in CL (Boutte 2002). 11th & 12th grade white students’ perspective taking (Haertling, Beach & Parks 2007). Question: Does the ‘Access Paradox’ explain trends in school drop-outs? Mass-media (Richardson 2007) Snack package (Vasquez 2007) African American females (age 17-19) (Richardson 2007). Question: Are teachers’ negative beliefs about CL legitimate issues? CL texts don’t have to deal with controversial issues Political aspect of CL troubles teachers; view children as innocent, naive and in need of protection; & fear that a CL curriculum will have negative impacts on students (Comber 2001). A way to engage young students Year 4 students (DeNicolo & Franquiz 2006; Green & Cochrane 2003). Introducing CL to inservice teachers (Lee & Runyan 2011). Strategies = identify characters who are disadvantaged due to their membership to a non-dominant cultural group; teacher's role as colearner; opportunities to interact with people from diverse backgrounds. Produces tension between beliefs and those in text (Haertling, et al. 2007). Student- vs. teacher- led Question: Which type of CL approach has greater benefits? Student-run literacy circles around texts (DeNicolo & Franquiz 2006) Children can recognise how they are positioned by texts and can understand matters of equity (Hall 1998). Question: To what extent can young children critically analyse texts? Identify and clarify ideological perspective (Boutte 2002). Causes students to question discriminatory events (DeNicolo & Franquiz 2006). Not explored: CL and the internet, TV, photographs or multimodal texts. Pre-test <10% adopted critical stance, post-test 75% did. Conversations forces students to shift perspective. Question: Can CL positively affect how students interact with people from diverse backgrounds? In-service teachers’ attitudes changed as they explored the meaning and potentiality of literacy education. Enabled perspective taking Recognised the sexualisation and degradation of women in popular rap videos as well as that there are many perspectives on this issue – situated knowledge. Not explored: Students’ VS teachers’ critical interpretation of texts. Only subtle transformations in students’ understandings occurred. Haertling, et al. (2007) explains Dressel’s (2005) results. Came to understand how authors construct texts to position readers & that they do not have to accept the ideologies presented in texts . CL occurs when Events in text challenge students understanding –“Critical encounters” (Appleman 2000). Enables students to negotiate the meaning embedded in texts and share perspectives on racial discrimination. Deconstruction and reconstruction of text through textual analysis activities (Vasquez 2007). Teacher as co-learner Were able to jointly question and discuss how texts are produced to manipulate readers. Don’t need to look at controversial issues. Texts selected based on students’ interest increased likelihood of engaging in CL practices . Scaffolding activities allowed Further research is required to see students of all levels engage in CL. the effects of student preferred texts as curriculum materials in encouraging CL. Question: What is the most effective way to teach students how to critically analyse multimodal texts? Students should be encouraged to critically analyse political photographs (Janks 2012). Need access to CL discourse Question: What level of thinking (Blooms taxonomy) do normal literacy lessons VS lessons that promote CL encourage? Can Metacognitive thinking influence how students critically evaluate texts? Question: How does CL change the nature of literacy in primary classrooms? To aid in developing informed critical citizens (ACARA 2011). Need to include critical literacy within the general capability “Literacy” (ACARA 2011). Students who did not have access to the dominant language or discourse performed worse academically (Janks 2004). Not explored: At what age can/should students be encouraged to critically analyse political photographs? Question: How do CL skills develop and advance? Question: Are there specific stages of development? Not explored: How students’ CL skills change with age/ experience? Not explored: Differences between young students VS older students’ abilities. Not explored: CL & aboriginal students. Critical Features Guide 1. Main area of research identified (dark purple) 2. Different pockets of research identified (blue) 3. Sub-pockets of research identified, if present (pink) 4. Key research findings outlined (aqua) – NOTE: each of these is a conclusion derived from a formal research STUDY (not just something someone wrote in an article). As such, each of these should have a reference to a PRIMARY source. 5. Existing gaps in the literature (orange) 6. Links drawn between consistent and contradictory findings (purple) 7. Although not strictly necessary, general conclusions based on synthesis of the literature are also identified (green)