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Critical literacy is important at any age.  It is our first understanding of literature that draws a child to books, and any story.  The home is a great place to hear stories and to over hear stories. In this instance, any situation is dissected and responded to.  In the Kindergarten program, we strive to place ideas on the road for the children to explore, question and inquire.  As teachers, we also strive to create community and build the skills necessary to begin to 'know oneself'.  By applying critical theory to teaching children's literature it will enhance the way children see themselves, each other, their school community and the community as a whole.  These are the building blocks required to begin to make a difference in changing the way we see things and how we take care of other and the world we live in.

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I believe the importance of critical literacy, within children literature, is extremely important, in ensuring that children have a broader sense of understanding, in the ways in which the world works. It is important for children to ask the difficult questions, regarding race, religion, or to question or internalize some theories, as they may have experienced something related to the concepts. I also believe, that it is important to have conversations with children, about difficult subjects, in order to gently provide them with the information, they can grow from.

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Applying critical theory to children’s literature can enhance social justice perspectives in the classroom because it shines a light on voices who have traditionally been left out of the cultural narrative. I teach English and history at the high school level and have made efforts to broaden class content to have more representation in my lessons. I agree that students need to learn that a lot of content they are exposed to is socially constructed and they need the tools to critically think about what they are consuming, and a lot of this work is looking at who has been silenced to push a dominant narrative (Vasquez et al., 2019). Rogers (1999) points out that readers bring their experiential knowledge to what they are reading and might interpret content in a different way than the author intended, something that needs to be acknowledged when critically examining texts and media. What is obviously propaganda to one person might be interpreted differently to someone else and it is the job of the educator to allow these conversations to happen so everyone can share their own perspectives and hopefully help others broaden their own views.

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According to Vasquez et al. critical literacy involves analyzing literary texts through different perspectives, and as a result, gaining an understanding in order to improve and enhance the true representation of diversity in literary texts. Vasquez et al. draws on Marxism theory of class struggles in society and how criticizing literature includes reflecting on socioeconomic representations of groups and individuals in society. I believe that applying critical literacy to teaching to enhance social justice can occur by teachers first criticizing literature they use in their classroom, and second by teaching their students how to use their critical thinking skills in order to gain a better understanding of social justice issues in the world. For example, questions to ask when using a piece of children’s literature: How do the issues and characters in the book represent my students in the classroom? What are the different perspectives of this issue? Whose perspectives are missing and how can my students recognize these missing perspectives? What literary text can I use next time in the classroom that would better reflect diversity and social justice issues inside and beyond classroom walls?

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As an educator who is currently teaching kindergarten, I have understood the importance of using children's literature as a tool for teaching important concepts. When I first became a kindergarten teacher, I used to think that social justice was a bit of a "tricky" topic to tackle with young children. This weeks' articles by Vasquez et al. (2019) and Harris (1999) prove otherwise and, on the contrary, explain why it is imperative to use and view children's literature with a critical lens in order to enhance social learning and justice perspectives. In particular, Vasquez et al. (2019) described a technique used in early childhood settings where by teachers probe questions that ask children to view stories in line with their own experiences. This is something we do daily in my class, but often, I ask children questions about the story or characters that have them look at it from a different perspective. Purposefully choosing texts that question their worldview, thus allowing a deeper dialogue and critique of our own perspectives, is an important part of my library visits.
Recently, there were some "boys vs girls," issues in my class. We had many discussions about this using texts such as, "Pink is for Boys," by Rob Pearlman or "Teddy's Favourite Toy" by Christian Trimmer, as an entry point. This allows the children to question their own realities (and often, very rigid gender roles they have been exposed to in their cultural context of Cambodia). While using texts that allow us to think critically is important, allowing children to view texts critically, is imperative as well. This same questioning technique is applied when we come across stereotypes within the books that we read. It is important to have children, regardless of age, question what they are exposed to rather than follow it blindly.

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As an educator, critical theory can apply to teaching children’s literature to enhance social learning and justice perspectives by encouraging students to question, and to make connections with, the stories that they read. For instance, from the Roger’s (1999) article, the Grade 6 student questioning whether the Prince would rescue Snow White if she were ugly is a great example of addressing the role that physical beauty plays in society (p. 142). Two reflections in regards to this type of critical analysis. First, I do not think that most students (depending on the grade level, of course) would possess the skills to critically analyze a piece of Children’s Literature, as in the aforementioned example. Second, even if a child, based on their cultural or social realities or lived experiences, did internally question (thus begin to critically analyze) any part of a story (either the events, the characters, or themes of a story), I wonder how many of those students feel confident, even encouraged, to vocalize their internal reflections. That being said, I think that it begins with educators; it is paramount that we promote and prompt students to critically analyze Children’s Literature in order to help them build the critical analysis skills they need to do it on their own (whether it be with a piece of literature or in their everyday lives).

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Teaching students to begin to think critically and engage in rich discussion about the texts they read, the media they consume, and the world around them, helps them to make sense of the socially constructed world we live in (Vasquez, Janks, & Comber, 2019). In my grade 1 class, one way I have tackled this is through fractured fairy tales. A class favourite is Seriously, Cinderella is So Annoying! By Trisha Speed Shaskan. This book allows children to challenge and evaluate the original meaning of the story and analyse the story from varying perspectives (Vasquez et al., 2019). Students then debate these varying perspectives and try to decide where the truth lies. We can then examine greater social constructs and gender stereotypes. Why does Cinderella want to marry a Prince? Could she have approached the conflict with her stepmother in a different way? Why does her stepmother hold the views she has about getting married? Why do the stepsisters treat Cinderella that way? As we challenge the stereotypes that emerge through discussion, we are able to change attitudes, gain understanding and work towards social justice in a way that I hope grows with them (Rogers, 1999).

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Hi Everyone!

As an educator, I think critical theory can be applied to teaching children's literature to enhance social learning because in a world where there is so much fake news and incorrect information that is floating around out there (to the point where children need to weed through in order to access the truthful information), critical literacy is extremely important for a child to have as a tool so they can critically assess the text they are consuming. It is important to have children understand what information is okay to reference and to rely on, compared to other information that might not be the most accurate.

Yours,
Madi

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I believe that critical literacy is a powerful tool that a teacher can use to have students become agents of their own learning, and to learn more about themselves and critique the world around them. Vasquez et al. (2019) describes that having students be part of the process of producing texts allows students to critically analyse the process. Additionally, Vasquez et al. (2019) suggests that teachers can invite students to bring in culturally meaningful artifacts to class to build an understanding of things that matter to them in their different communities. While there are a variety of ways to apply critical theory to children’s literature, I think using a blend of the aforementioned strategies can support this model. For example, by a student bringing in a Quran (Muslim religious text), a student can share the importance of the text to themselves, critique the literature with classmates, and gain a better understanding of their world. This also opens up perspectives to other students. Harris’ (1999) article gives further examples of how critical literacy can be applied when looking at justice perspectives through the literature of Walker, Morrison, West and Hooks. It is clear that critical literacy is imperative to teach students about social learning and justice perspectives.

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As a teacher, I  can encourage and practice critical literacy not just by selecting texts with social justice narratives, we can also encourage students to write and create their own literature. By moving students through inquiry and pushing past passive consumption, students can develop and negotiate their own literacies. Critical literacy involves making sense of the sociopolitical systems through which we live our lives and questioning these systems. This means critical literacy work needs to focus on social issues, including inequities of race, class, gender, or disability and the ways in which we use language and other semiotic resources to shape our understanding of these issues (Vasquez et al., 2019, p 307). The work begins with texts, but is more than just reading. We can discuss our local and global communities, how they are similar and recognize and refuse to shy away from our differences.

In the past, I have selected themes and texts for my class to work on. We all worked on the same activities at the same time. I wish now that I had released some of the control and created space for students to work on different texts/skills that they could then share back with the whole group. Questioning who is in the narrative, whose point of view we're hearing and who is missing is part of the Language curriculum (under media literacy). I think this is a skill that is so important.

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Critical literacy is demonstrably a skill that students will need to have in order to combat the increasing amount of "fake news". In order for students to develop this skill, it needs to be explicitly taught to them. I believe teaching critical literacy can be successful in the elementary classroom.

Vasquez et al. (2019) explain that critical literacy involves looking at a given topic "in different ways, analyzing it, and suggesting possibilities for change and improvement" (p.300). During a practicum in a grade 5 class, my students looked at advertisements, logos and slogans of companies that they see on a regular basis. We looked at who the targeted audience was and what stereotypes companies look at when marketing a product. Students were thrilled to offer suggestions to make the ads more inclusive and more representative of a diverse audience.

It can be difficult to ensure that everyone's background are taken into consideration when choosing texts to analyze. Rogers (1999) expresses that is it a challenge to be mindful of everyone's private lives, experiences and familial beliefs. Despite the challenge, educators have an important role in facilitating the necessary skills for students to be come critical readers.

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As an ESL teacher in Korea, the major concepts of critical literacy are central to my classroom pedagogy. The classroom is a highly political space, and as educators, we must guide our students to make informed decisions about dominant views and to engage in ethical, global citizenship. I find this to be especially pertinent in the second language classroom as learners access target culture and ideologies through the vehicle of the target language. Harris (1999) begins their article by addressing the way that “[r]acialized or gendered readings” can reveal social and political barriers through aesthetic discussions (p.147). Critical literacy is a topic I aimed to spearhead in my recent essay submission, by applying an intersectional lens to viewing picturebooks. Picturebooks are a great tool to create an awareness and empathetic appreciation of one's experience relative to power relations that exist around us. Janks & Vasquez (2011) argue that by “understanding the relationship between texts, meaning-making and power” (p.1) we can promote learner agency as students approach classroom materials and interrogate texts on a micro level of design features and images to the macro level of dominant discourse.

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Meaghan Moran                                                   

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Meaghan Moran                                                   

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Critical literacy is essential for people to understand that nothing can ever be neutral. I think the end goal of critical literacy is to create a world that is more just and equitable for everyone. In order for that to be done, it is our duty as teachers to foster an environment where children are encouraged to question the world around them. Children’s literature is a great way to get these conversations started. We can ask open-ended questions to hear what children have to say and challenge their ideas. We do not feed our students the information, we have to allow them to develop the ideas on their own. As Harris (1999) suggests, children’s literature can have multiple meanings. Even the art in the literature can either give rise to common stereotypes such as the example Harris provides of a woman as housewife. If children see images of stay at home dads and working moms, would this change their concept of gender norms? Even as young as kindergarten, we can have discussions about difficult subjects such as racism and sexism. This is a great way to allow students to express their creativity, develop empathy, and develop their emotional intelligence on top of learning the ability to think critically.

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I believe critical literacy should function as a tool which teachers can use across any curriculum. Supporting the development of a child’s ability to critically think about what they are reading and seeing is important, as it opens the possibility for them to become aware they can do things differently.

Critical literacy is not just a theory, but can be incorporated into the way students learn, live and how we teach the curriculum. (Vazsquez, Janks, & Comber, 2019). When subject matters such as gender, race stereotyping, or culturally sensitive topics arise, I see teachers not shying away from these topics, but instead applying the use of critical literacy tool to create a curriculum which questions, discusses and to create students’ artifacts of understanding.

These artifacts enable students to put “unpack myths and distortions and build new ways of knowing” (Luke, 2014, p.22). I see this strategy of applying critical literacy as a tool to support different ways of being and doing in the world.

It empowers them to be agents of change.

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Children’s literatures play a significant role in children’s lives. Such a significant role is that it enhances development of language skills and other critical thinking skills that provide the foundation of learning for students/children. One of such foundation of learning is introducing the children to the world gradually through children’s literatures, then children can be prepared to make informed decisions as they engage with the world around them (Vasquez et al., 2019). While there are different genres of children literatures (Kiefer & Tyson, 2019), teachers/educators must reflect upon the inclusion of critical literacy and social justice issues in their choice of literatures. The text and illustrations of the chosen literature is to engage the children and critically evaluate the world around them with a focus on “who they should and should not be, as well as what they should and should not do or think” (Vasquez et al., 2019).

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It is important that from an early age, children can use critical literacy. I believe it is so important for children to not get lost in the world of reading but also, as mentioned in the Critical Literacy: Children as Changemakers in the World (U.B.C., 2018), children can see texts as mirrors or windows. To see oneself or to learn about a different culture through text and stories, will prepare the next generation for the world. As well, they can see the change that can be connected and what they can learn from others either through action on a larger scale or a small scale like creating art to express themselves or make someone else feel better. I think another crucial aspect of critical literacy is that students should not only learn how to write an acceptable essay based of grammar and content, but connect through discussions and writing the main themes, take away from the book. In high school, I took a class called book talk where we used critical literacy to see examine main themes, new learnings and growth of character etc in groups. We not looked past the story but brought up topics that teenagers struggle with bullying, families, friends and acceptance in a safe environment where we not judge because were using literature as a foundation to see the mirrored experiences of our lives.

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Jodie Lennon
As an elementary school teacher, I believe that critical literacy should be taught as early as Kindergarten. The world as we know it is changing everyday and it is essential to link a child’s world with the world around them. In The Critical Literacy, Allan Luke, mentions “reading the world” to help develop skeptical minds. In discussions with my grade 4 class, after reading a book about a tree being cut down, a student commented that a tree was removed in his neighborhood, he was very upset about it. We engaged in a conversation about how that made us all feel and what as activists we could do about it. This topic from a book has now led the class into writing a letter to the mayor about environmental issues. The children feel a personal link to this issue, “some writers deliberately highlight social issues in books for children and thereby create spaces for critical literacy discussions” (Vasquez et al., 2019, p.300).

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In order to make learning experiences for our youth as culturally responsive as possible, it is important to introduce critical literacy skills at an early age. As teachers, our goal is to create a learning environment that allows students to be involved in their learning and ask the tough questions to understand the world around them. Just like the young boy said the Critical Literacy: Children as Changemakers in the World video, he said he prefers critical literacy activities that lets him take control of his learning and choose how and what he wants to learn about (UBC Okanagan, 2018, 2:13-2:30). Authentic learning experiences are the foundation of deeper learning and allows them to have agency in their learning by “thought-provoking discussions that connect their lives to the texts. [...] Critical literacy also encourages critical thinking and social action” (Norris, Lucas and Prudhoe, 2012, p. 59). This is also encouraged in the Vasquez et al. (2019) article, where the authors discuss how critical literacy allows students be engaged learners to achieve a better life for everyone. Social learning and justice perspectives are taught through critical literacy by reading many different perspectives, challenge the narrative and taking social action.

Norris, Lucas, L., & Prudhoe, C. (2012). Examining critical literacy: preparing preservice teachers to use critical literacy in the early childhood classroom.(Promising Practices). Multicultural Education (San Francisco, Calif.), 19(2), 59–59.

UBC Okanagan. (2018, August 1). Critical literacy: Children as changemakers in their worlds. YouTube. Retrieved February 12, 2022, from https://www.youtube.com/watch?time_continue=150&v=yuamzeQX6c4&feature=emb_title

Vasquez, V., Janks, H., & Comber, B. (2019). Critical Literacy as a Way of Being and Doing. Language Arts, 96(5), pp. 300-311.

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Teaching critical literacy to students beginning at a young age is very important. I believe teachers share in a vital role of promoting critical literacy in their classrooms. It can and should be incorporated in the way students think and live. It should also affect how we teach literacy curriculum and how we approach literacy in the classroom. This includes introducing children to different culture, situations, and experiences that are different from their own. Teachers have a role to foster an attitude in the classroom that is accepting and appreciating other's differences. Even at a young age, this can be accomplished through using teachable moments in the classroom. Children literature is so wonderful because it allows children to view ideas and events from different perspectives which will help them think critically about their own world (Vasquez et all., 2019). This can encourage compassion, unity, and acceptance.

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As a primary teacher in a very diverse school, I think it is important to not shy away from incorporating critical literacy into the everyday curriculum. In combining the idea of literary theory and critical theory in classroom reading practice, students are introduced to the notion that “texts are never neutral” (Vasquez et al.), and are encouraged to not only be consumers of text, but also to have the skill set to dive deeper and think critically about the text. Teaching critical literacy through read alouds and novel studies is one way I, as an educator, tackle critical literacy. During read alouds, I actively encourage my students to think about texts through different lenses. One way I like to introduce the idea of multiple lens is to read “The True Story of the Three Little Pigs” when we do our drama unit on fables and fairy tales. While funny, and a bit outlandish, it brings attention to the fact that the original three little pigs tale leaves out the perspective of the wolf. It allows students to realise that things are not always what they seem. I think this is such an important skill for students to have, especially with all the “fake news” that is out there now.

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As a kindergarten teacher, I think that critical literacy is one of the most important parts of language arts. The reason I say this is because it allows students to learn about the world around them but also pin themselves in relation to critical topics, for example, residential schools. While none of my students have of course experienced a residential schools, learning that other children just like them did could really impact them. Now more than ever before, there are more resources on how to teach these critical topics. At the kindergarten level, picture books are one of the most effective ways. In another one of my classes I read a chapter on  picture books allow us to describe the text and interpret it.
As a teacher, I think it is important to do the research on the picture books we expose our students to because at times there can be some stereotypical and biased material.

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It is important to introduce to students to critical literacy early on as it can help them to make sense of the world and interact with others with different perspectives. In the reading by Harris (1999) it highlights the importance of acknowledging the stereotypes that exists in literacy. When students are aware of this then they know not to give power to these harmful stereotypes that are portrayed in literature. By introducing students to different perspectives and allowing them to look at issues with a different will allow students to understand and think critically about the world even though they might not experience certain injustices themselves (Vasquez et al., 2019). For example, in my class the discussion about Black History month was extremely powerful. Students who have experienced racism shared their experiences while others listened respectfully and were able to think critically. It is important to provide a safe space where open and meaningful discussions can take place in the classroom. These are issues that matter to the students, and incorporating curriculum can help students to be invested in their learning and apply it outside of the class.

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Critical literacy doesn’t necessarily mean taking the existing system and tearing it apart, in simple terms critiquing and analyzing an issue or topic and examining ways to improve or change. While writers may open the door for opportunities to engage in critical literary discussions, any text or objects can be used as a jumping off point to stimulate critical literary discussions. Critical literacy is not just a theory, but rather can be incorporated into the way students learn, live and how we teach the curriculum. (Vazsquez, Janks, & Comber, 2019). Correspondingly, literary theories do not need to be relegated specifically to interpreting the text itself, but looking inward and re-interpreting ourselves through shifts in attitudes and align with social justice initiatives and positive outcomes (Rogers, 1999)

I think an excellent example of incorporating critical literacy/literary theory into the curriculum is exemplified in the documentary Paper Clips (2004). The story of a middle school in the town of Whitwell, Tennessee and their journey to understand what six million really looked like. Six million (representing the number of Jewish victims of the Holocaust) was a number that none of the students could picture. The documentary follows the establishment of a Holocaust memorial at their school using an original railcar with a collection of millions of paper clips. It wasn’t just silently studying and discussing history, but rather how can they probe, inquire and undertake problem solving using concrete actions?

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Literary and critical theory as applied to children’s literature is useful in a number of ways. First of all, it might challenge what constitutes a text and the article by Vasquez, Janks and Comber (2019) notes that this term is fluid in nature and might be far more inclusive than first thought. As a high school teacher, I have made an effort to move away from the canon, in part by including more visual texts into the classroom experience. With regards to teaching my own sons, I figured out quite quickly that the illustrations were an important part of the experience, and we often discuss the visuals within a work. Just recently we read through Steamboat School by Deborah Hopkinson and we compared that school to the school that my one son attends. The mention of the Frankfurt School in Vasquez et al (2019) was of particular interest. “Class struggle” of course comes up in works by Orwell or Steinbeck, but also in the work of Dr. Suess such as the story of “Yertle the Turtle.” The Dr. Suess story delivers a message of equality and fair governance in a very accessible way.

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The theory behind critical literacy is accompanied by some anecdotes that illustrate how it is practiced. However, I was seeking to gain a deeper understanding of the complexity of engaging in critical literacy practices with my kindergarten students. While I help students decode and encode words to make sense of them, I can also help them read the world by decoding and encoding people, communities, and the visible and invisible messages contained in texts and experiences. By using literacy practices, such as reading and writing, critical literacy examines social justice issues such as race, class, gender, and other demographic categories. Therefore, critical literacy is not something students are fed, but rather a way of thinking that engages students in thinking about equity and access as they observe their environment, rather than as mere pieces of information they are fed. The idea of critical literacy, according to Vasquez, is to view problems from a different perspective. An approach like this does not necessarily require negative stances, but instead suggests the possibility of improvement (Vasquez et al., 2019).

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Critical theory can be attached to children's literature as most adults, and almost certainly the 'vast majority of those in positions of power and influence, read children’s books as children, and it is inconceivable that the ideologies permeating those books had no influence on their development.' (Hunt, P. 2005) It has long been acknowledged that the adult literary canon is socially constructed in ways that represent the interests and values of dominant cultural groups. When we turn our view to the canon created for children, the issues become even more complex. (Rogers, 1999) It is important for students to engage critically with everyday texts, things that they see or hear often. "Understanding the relationship between texts, meaning-making and power can support an undertaking of transformative social action that contributes to the achievement of a more equitable social order.” (Janks & Vasquez, 2011, p. 1) I found the exercise suggested by Vasquez to collect every day texts that they encounter in their life and think critically about them to be especially poignant. Listening to students’ concerns or their responses to content in children's books enables teachers to know how they are reading and problematizing their own worlds. (Vasquez et al, 2019)

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Teaching critical literacy to kindergarten students can be accomplished by teaching children about our differences, allowing children to respond to stories and by using day to day situations as teachable moments. I believe children should be introduced to multiculturalism focusing on acceptance and appreciating each other. Allowing children to share their own culture with classmates can help foster discussion about different cultures (Vasquez et al., 2019). With understanding and appreciation, children have more information to help them critically think about text.
Everyone responds to a story differently and some may be more affected than others (Harris,1999). Therefore, I believe it is important to have a discussion following story time to allow students to openly express themselves. I will sometimes give prompts, such as: how it made them feel, or how they thought the character felt. This allows them to view different perspectives of feelings and leads to deeper conversations about how to treat others.

Everything in the world can be analyzed as text, including McDonald’s Happy Meal toys (Vasquez et al., 2019). An example from my class is colour (pink/blue) and its association to gender. This resulted in a discussion about colour and gender. It is important for young children to be introduced to critical literacy with subjects they can relate to, so they can become critical thinkers in the future.