1. TEACHING THE LANGUAGE ARTS Michelann Parr Terry Campbell prepared by Jackie Eldridge Jackie Eldridge University of Ontario Institute of Technology University of Ontario Institute of Technology

2. Chapter 13 From Critical Inquiry to Critical Literacy

3. Questions to Guide Your Learning How can students develop critical literacy through critical inquiry?How can students develop critical literacy through critical inquiry? What are the dominant influences on the development of critical literacy?What are the dominant influences on the development of critical literacy? What is your students’ role in critical inquiry? Your role?What is your students’ role in critical inquiry? Your role? How can you select critical inquiries that work for you and your students and that are relevant to their lives?How can you select critical inquiries that work for you and your students and that are relevant to their lives? What are some of the subtleties in working with different media genres?What are some of the subtleties in working with different media genres?

4. Conceptualizing Critical Literacy “Critical literacy means making oneself present as part of a moral and political projects that links the production of meaning to the possibility for human agency, democratic community, and transformative social action.” Freire & Macedo, 1987

5. Critical Literacy Critical Literacy involves: Disrupting the commonplace – seeing the every day through a new lens;Disrupting the commonplace – seeing the every day through a new lens; Interrogation of multiple viewpoints – understanding and experiencing perspectives and viewpoints different from our own;Interrogation of multiple viewpoints – understanding and experiencing perspectives and viewpoints different from our own; Focus on sociopolitical issues - paying attention to how sociopolitical systems and power relationships shape perceptions, responses, and actions;Focus on sociopolitical issues - paying attention to how sociopolitical systems and power relationships shape perceptions, responses, and actions; Taking action and promoting social justice.Taking action and promoting social justice.

6. Conceptualizing Text Selection of texts that provide multiple opportunities for students to explore their thinking and their world from diverse perspectives;Selection of texts that provide multiple opportunities for students to explore their thinking and their world from diverse perspectives; Critical inquiry is a transaction between text and consumer;Critical inquiry is a transaction between text and consumer; Critical inquiry includes four families of practice (code-breaking, participating with text, using text, creating space for critical analysis);Critical inquiry includes four families of practice (code-breaking, participating with text, using text, creating space for critical analysis); A seamless part of regular programming.A seamless part of regular programming.

7. Assumptions About Text Tools to deconstruct, question and interrogate texts;Tools to deconstruct, question and interrogate texts; Examine underlying views – develop our own views of the world and possible reinterpretations as consumers of text;Examine underlying views – develop our own views of the world and possible reinterpretations as consumers of text; Many skills are involved in reading, interpreting and responding;Many skills are involved in reading, interpreting and responding; Consumers should question, interrogate, critique and challenge underlying attitudes, values, assumptions, and ideologies;Consumers should question, interrogate, critique and challenge underlying attitudes, values, assumptions, and ideologies; Collaboration, active discussion, and interaction;Collaboration, active discussion, and interaction; Construction and production of text positions us for social equity and change.Construction and production of text positions us for social equity and change.

8. Questions for Text Selection, Use and Critical Inquiry Reader response;Reader response; Purpose of the text;Purpose of the text; Point of view/perspective of reality;Point of view/perspective of reality; Interrogating the text creator;Interrogating the text creator; Power and interest, gaps and silences;Power and interest, gaps and silences; Text structure, features, characteristics;Text structure, features, characteristics; Characters;Characters; Culture;Culture; Time, period, location.Time, period, location.

9. Role of the Reader Architect:Architect:  Recognize reading as a transaction between reader, author, and reading community  Build on and revise ideas, information, and perspectives in texts  Engage in critical thinking, consciousness, literacy/inquiry  Recognize points of view, omissions, and multiple perspectives

10. Role of the Reader Continued Architect:Architect:  Demonstrate awareness of reading strategies and processes  Respond to texts See beyond past and present to imagine a different future.See beyond past and present to imagine a different future. Understand diverse perspectives and world views.Understand diverse perspectives and world views.

11. Role of the Teacher Facilitator, scaffolder, model, participant and observer As a teacher it will be necessary to: As a teacher it will be necessary to: Open spaces for all students to share;Open spaces for all students to share; Ensure oppression and marginalization do not occur;Ensure oppression and marginalization do not occur; Encourage and validate;Encourage and validate; Clarify and scaffold;Clarify and scaffold; Support and comfort students who reveal hardships, pain and suffering.Support and comfort students who reveal hardships, pain and suffering.

12. Role of the Teacher “The role of the teacher in initiating and developing critical literacy is multifacted. It begins with personal understanding and use of critical literacy, modelling reading from a critical stance in everyday teaching and learning experiences, and providing access to a variety of texts that represent critical literacy.” McLaughlin & DeVoogd, 2004

13. Critical Inquiries Across the Grades Kindergarten – literacy events at the donut house;Kindergarten – literacy events at the donut house; Grade One – opening spaces with picture books;Grade One – opening spaces with picture books; Grade Two – written conversations as inquiry;Grade Two – written conversations as inquiry; Grade Three – connecting writers’ workshop and critical inquiry;Grade Three – connecting writers’ workshop and critical inquiry; Grade Four – connecting critical inquiry and readers’ workshop;Grade Four – connecting critical inquiry and readers’ workshop; Grade Five – “Having a Go” at social action through drama and poetry;Grade Five – “Having a Go” at social action through drama and poetry; Grade Six – critical inquiry through popular culture.Grade Six – critical inquiry through popular culture.

14. Multimedia, Perspective, and Education Media is a powerful tool;Media is a powerful tool; Instruction manual that creates expectations;Instruction manual that creates expectations; Critical examination;Critical examination; Creation and/or perpetuation of inequalities?Creation and/or perpetuation of inequalities? Critical inquiry provides tools to deconstruct and analyze;Critical inquiry provides tools to deconstruct and analyze; Everyone can develop an awareness of the impact of media on their lives;Everyone can develop an awareness of the impact of media on their lives; Help students see their everyday experiences from different perspectives;Help students see their everyday experiences from different perspectives; Reciprocal relationships.Reciprocal relationships.

15. Awareness Stages Awareness of the amount of time spent with various media and the importance of managing one’s media “diet”;Awareness of the amount of time spent with various media and the importance of managing one’s media “diet”; Learn skills to become critical viewers and consumers of media;Learn skills to become critical viewers and consumers of media; Develop a deeper probing approach to media;Develop a deeper probing approach to media; Participation in social action and re-visioning of the world.Participation in social action and re-visioning of the world.

16. Code-Breaking Practices Television awareness;Television awareness; Video game discourse;Video game discourse; Visual texts: More than meets the eye;Visual texts: More than meets the eye; Advertisements: Print and visual;Advertisements: Print and visual; Performance texts.Performance texts. How will you help your students develop code-breaking practices?

17. Reflections How do you engage in critical literacy?How do you engage in critical literacy? How can you increase your engagement in critical literacy?How can you increase your engagement in critical literacy? How will you foster critical literacy in your classroom?How will you foster critical literacy in your classroom?

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