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A Critical Approach to Classroom Discourse

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b Y Critical Literacy Final Presentation 2 X g m 1 p A Critical Approach to Classroom Discourse F A Review of Literature and Positioning for Research E Situating the Work Relevance Much of the literature problematizes the lack of critical practices in ELA classrooms...as it should!

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Tensions and Possibilities in Fostering Critical Language Ideologies in Elementary Teacher Education 

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Tensions and Possibilities in Fostering Critical Language Ideologies in Elementary Teacher Education 

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Woodard and Rao

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Pre-serviceEnglish Language Arts teachers’ development ofCritical Language Awareness for teaching

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Pre-serviceEnglish Language Arts teachers’ development ofCritical Language Awareness for teaching

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Godley, Reaser, and Moore

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Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society

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Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society

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H. Samy Alim

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DISCOURSE AWARENESS IN EDUCATION: A CRITICAL PERSPECTIVE 

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DISCOURSE AWARENESS IN EDUCATION: A CRITICAL PERSPECTIVE 

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Hillary Janks and Terry Locke

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Space (re) design (im) possibilities: An analysis of a spatial literacy project-a critical literacy perspective

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Space (re) design (im) possibilities: An analysis of a spatial literacy project-a critical literacy perspective

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Jean de Dieu AMINI-NGABONZIZA

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Critical Literacy in Teaching and Research

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Critical Literacy in Teaching and Research

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Hillary Janks

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Taylor Rose & Kyrstin Price

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Janks

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*This article focuses on early childhood; however, there are important bits that contextualize the importance of discourse in critical literacy in the theoretical framework section

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"Creating A Critical Literacy Milieu in a Kindergarten Classroom"

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"Creating A Critical Literacy Milieu in a Kindergarten Classroom"

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Stribling (2014)

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"I attempted to problematize students’ views of their reality and raise their consciousness about restricting expectations" (417)

"they represent particular points- of- view while silencing others and influence people’s ideas" (417)

"However, close scrutiny into the classroom discussions during my course reveals that there were some “missed opportunities,” some “openings in our talking and writing that held potential for critique, but...these potential openings remained unacknowledged” (Jewett, 2007, p. 155)" (417)

"An additional missed opportunity emerged during the discussion over who benefited from the conventional positioning" (417)

"I failed at that moment to notice that he was silenced. Giving voice to commonly silenced females should by no means involve silencing male students" (417)

"I also notice that my only contribution when eliciting students’ reflections on equal role distribution was to Anan’s responses, probably to challenge them because they differed from the ones I aspired to achieve. I could have probably explored Walaa’s views further. He suggested that the man should help in raising children, but what Walaa thought about do-ing household chores remained unclear. Failing to locate the author’s address and forward students’ letters to her was another drawback" (417)

"Inability to recruit a larger number of participants, especially males, resulted in limited interaction" (417)

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"Teaching literacy involves “a moral, political, and cultural decision about the kind of literate practices needed to enhance...peoples’ agency over their life trajectories”" (p. 410).

1. “What do these stories say about females?” (p. 412)

2. “Who benefits from women being portrayed this way?” (p. 413)

3. "I asked them to “imagine that this story was written about a man" (p. 413)

4. “What can you do to change reality?” (p. 414)

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"What Does This Story Say About Females?"

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"What Does This Story Say About Females?"

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Rawia Hayik (2015)

4 Dimensions Model

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New Teachers or Teachers New to Critical Literacy: The Four Dimensions

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New Teachers or Teachers New to Critical Literacy: The Four Dimensions

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1. Disrupting the Commonplace
2. Interrogating Multiple Viewpoints
3. Focusing on Sociopolitical Issues
4. Taking a Stand and Promoting Social Justice

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Taking on Critical Literacy: The Journey of Newcomers and Novices

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Taking on Critical Literacy: The Journey of Newcomers and Novices

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Lewison, Flint, and Van Sluys

4 Dimensions Model

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Critical Discourse Analysis in PST Education (middle-secondary ELA)

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"This article provides case studies of three middle school students - two female and one male - who participated in an individual summer tutoring program designed to improve students' reading comprehension and to encourage students to think critically about texts. With the researcher, students read and discussed Internet texts and wrote responses. An Informal Reading Inventory (Burns & Roe, 1999) was administered both prior to and at the conclusion of the program for measurement of improvement in reading comprehension. Using the four resources model (Freebody & Luke, 1990), this study illustrates possibilities for instruction in both comprehension and critical literacy" (p. 37).

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First steps toward a full and flexible literacy: Case studies of the four resources model 

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First steps toward a full and flexible literacy: Case studies of the four resources model 

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Leslie Rush (2004)

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"The four resources model outlines a repertoire of practices required to engage in literate societies: coding, semantic, pragmatic/interactional, and critical/text analytic. The model is not an instructional script or program, but a framework for examining focus and balance in curriculum and instruction. It does not provide programmatic guidelines for which combination of practices ought to be deployed. Rather, it enables teachers to analyze community cultural and linguistic con-text, student resources and needs, developmental age/stage, and educational goals. The aim is to map the breadth of an individual or community’s literate practices, the depth of control of these, and the extent to which texts are transformed or redesigned within them" (159-160).

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-Evaluating the equity behind the term "comprehension"
-Re-evaluating the term "comprehension" through the Four Resources Model

"We argue that direct instruction in com-prehension, reciprocal teaching/strategy based instruction, can set the table for improved equity performance—but cannot, in itself, generate sustainable gains in achievement across the curriculum and improved longitudinal engagement and participation levels" (p. 162).

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Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools 

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Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools 

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Allan Luke , Annette Woods & Karen Dooley (2011)

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"The students in this study needed explicit scaffolding to shift themselves from marginalized readers of texts that represented powerful ideologies to readers who felt entitled to imagine and suggest structural shifts in the Rylant texts. I am not suggesting that this identity work is complete for these particular girls, but rather that identity work is always already engaged in reading texts and that pedagogical decisions need to include considerations of power and identity" (p. 217).

"I recommend specifically working with students who are marginalized by mainstream texts to build their confidence and sense of entitlement, which will allow them to critically reposition themselves as readers. Such confidence and entitlement can enable typically marginalized (and per-haps all) students to better imagine challenging, changing and critiquing practices and structures represented by those very texts. This kind of critical engagement with normalized texts is crucial if students are to move towards critically reading the world around them – a world that is often dominated by a hypothetical white mainstream middle-class existence. The critical reading that needed to take place for the students in this study was not one of simply interrogating social issues from a perspective of privilege (often cited as a reason for critical literacy, i.e. Foss, 2002), but instead to begin questioning why mainstream texts did not include lives similar to those in St Francis" (p. 218).

"The people, places and events of the stories do not, however, reflect the lives of most of the students within St Francis, the predominantly white high-poverty neighbourhood in which this study took place. A pedagogy focused on making ‘connections’ (e.g. text-to-self, text-to-text, text-to-world connections as in Harvey and Goudvis, 2000; Keene and Zimmerman, 1997) was not helpful in this context where autobiographical connection-making was often superficial and focused on universalizing aspects of the character’s life that were, in actuality, something that most of the students had not experienced (except for Hope, whose aunt had crossed a threshold into a middle-class life). Just as in Lewis’s studies (Lewis, 2000; Lewis et al., 2001), where readers attempted to make connections with the text that were superficial and resulted in universalizing experiences without critically considering the difference in such experiences, the second graders in this study made superficial connections with Henry and his life while ignoring the fact that Henry’s life and the practices engaged in by his family were very different from their own. However, locating the readers’ disconnect, through promoting a conversation around what might be changed in the text, may hold promise in the important work of re-positioning marginalized young students to be critically focused readers" (p. 218).

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"The Four Resources Model is a helpful lens through which to examine the ways in which the three readers in this transcript talked about their practices of reading Henry and Mudge. Grounded in the assumption that reading is a social practice, the Four Resources Model recommends that literacy learners should be equipped to engage in practices of decoding text, making meaning from text, using text appropriately and flexibly within and across contexts, and analysing text with regard to issues of social, cultural and political power. These four resources, or families of practices as the authors have more recently called them (Luke and Freebody, 1999), are meant to serve as references to what is necessary in the development of critical literacy practices in local contexts. The authors align themselves with researchers and practitioners that argue that all texts are constructed, with none being neutral, and that all readers need tools and practices that will help them decode texts and nav-igate the complex terrain of multiple perspectives and local and global power relations central to critical literacy (Bigelow, 2005; Comber, 1998; Comber and Nixon, 2008; Comber and Thompson, 2001; Kempe, 1993; O’Brien, 1994, 2001; Wallowitz, 2004)" (p. 208).

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"Themes articulated by students included three of the four families of practices promoted by Luke and Freebody (Freebody, 1992; Freebody and Luke, 1990; Luke and Freebody, 1999): code-breakers, text-participants and text-users. The fourth family of practices in the Four Resources Model – text-analysts – was glaringly absent from the students’ responses to my questions and prompts. This led me to quickly imagine an entry point into critical analysis, but ended with more of a pedagogical focus on their individual positioning as marginalized readers and providing a space where, as active agents, the girls could re-position themselves as ‘allowed’ to reconstruct the text in a way that would centre their too-often marginalized realities" (p. 207).

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"Through my analyses I make the argument that the pervasive-ness of autobiographical connection-making with texts in early reading instruction positions readers to align themselves with the practices and ideological stances of texts rather than to challenge and critique them. This argument will be extended to consider particular literacy-infused experiences of students who are persistently marginalized in society and written out of existence by mainstream children’s literature produced for early readers that sees class-privileged lives as normal. In the conclusion, I suggest that although the Four Resources Model (Freebody and Luke, 1990; Luke and Freebody, 1999) offers four families of practices ‘necessary for literacy in new conditions, but none in and of itself is sufficient for literate citizens or subjects’ (Luke and Freebody, 1999, p.4), the model needs extending to consider issues relating to how marginalized readers may need to feel a sense of entitlement in order to position themselves as text analysts before they can begin challenging and questioning mainstream texts that consistently position their working-class lives as non-existent" (p. 197).

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Critical literacies in the making: Social class and identities in the early reading classroom

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Critical literacies in the making: Social class and identities in the early reading classroom

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Stephanie Jones (2012)

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Re-thinking pedagogy for middle school students with little, no or severely interrupted schooling

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Re-thinking pedagogy for middle school students with little, no or severely interrupted schooling

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Karen Dooley (2009)

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"Regardless of intensive debates over the years about the relative efficacy of various teaching methods, and in spite of the fact that effective teachers have been found to use materials with broadly comparable features, it remains our contention that, within a certain range of procedures, differing teaching approaches work differentially with different communities of students, and that effective teachers know that" (p. 8).

"If we begin from this position, the four resources model continues to raise as many questions as it might answer: What do particular combinations of practices produce? In which combinations and emphases do they appear to work with specific communities of students? For what practices, places, times and occasions do they prepare students? And for what political and ideological configurations?" (p. 8).

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Transformation or redesign

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"In considering the depth of control or skill available to a student, the model interrogated literacy curriculums and pedagogical strategies" (p. 7).

-break the code of texts: recognising and using the fundamental features and architecture of written texts including: alphabet, sounds in words, spelling, conventions and patterns of sentence structure and text

-participate in the meanings of text: understanding arid composing meaningful written, visual and spoken texts from within the meaning systems of particular cultures, institutions, families, communities, nation-states and so forth

-use texts functionally: traversing the social relations around texts; knowing about and acting on the different cultural and social functions that various texts perform both inside and outside school and knowing that these functions shape the way texts are structured, their tone, their degree of formality and their sequence of components

-critically analyse and transform texts: understanding and acting on the knowledge that texts are not neutral, that they represent particular views and silence other points of view, influence people's ideas; and that their designs and discourses can be critiqued and redesigned, in novel and hybrid ways.

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"Breadth of repertoire is usually regarded in terms of the range of social activities involving literacy that the curriculum systematically puts on offer" (p. 7).

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"Literacy can be seen as having three dimensions: the breadth of an individual's or a community's repertoire of literate practices; the depth or degree of control exercised by an individual or community in any given literacy activity; and the extent to which there is some degree of transformation and redesign at work" (p. 7).

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"Instead, we felt that each could be better defined as a family of practices" (p. 6).

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"Accordingly, we've attempted to both avoid and resist the commodification of critical literacy as a solution for all that ails us. In our view, critical literacies - in all their forms - enable teachers, students and communities to explore alternative ways of structuring practices around texts to address new cultural and economic contexts" (p. 6)

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Avoiding the Expectation of a "Cure-All"

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Avoiding the Expectation of a "Cure-All"

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"From this view, it should surprise nobody that literacy has become a continual, 'rrdllennium' problem - a sign or indicator of moral panic over the kinds of changes wrought by new technologies, fast capitalism and globalisation" (p. 6).

INSTEAD...
"One of the strengths of the'four resources model' is that it attempts to recognise and incorporate many of the current and well-developed techniques for training students in becoming literate. It shifts the focus from trying to find the right method to whether the range of practices emphasised in one's reading program are indeed covering and integrating a broad repertoire of textual practices that are required in new economies and cultures" (p. 6).

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"From work on the history of literacy pedagogy, curriculum and the manufacture of literacy 'crises' by governments, we initially agreed that there was not one definitive way of teaching or even defining literacy. History teaches us that "literacy' refers to a malleable set of cultural practices that are shaped and reshaped by different, often competing, social and cultural interests. And cultures are ridden through and through with complexity and difference, with conflict over power. As a result, we do not view how to teach literacy as a 'scientific' decision, but rather as a moral, political and cultural decision about the kind of literate practices that are needed to enhance peoples' agency over their life trajectories and to enhance communities' intellectual, cultural and semiotic resources in print/multi-mediated economies. Literacy education is ultimately about the kind of society and the kinds of citizen/subjects that could and should be constructed.Teaching and learning just isn't a matter of skill acquisition or knowledge transmission or natural growth. It's about building identities and cultures, communities and institutions. And 'failure' at literacy isn't about individual skill deficits - it's about access and apprenticeship into institutions and resources, discourses and texts" (p. 5).

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A MAP OF POSSIBLE PRACTICES: further notes on the four resources model 

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A MAP OF POSSIBLE PRACTICES: further notes on the four resources model 

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Luke & Freebody

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"We have argued here for the necessary status of four roles in any characterisation of successful reading as it is currently demanded and expected in our society: the roles of the code breaker ('How do I crack this?'), text participant ('What does this mean?'), text user ('What do I do with this, here and now?'), and text analyst ('What does this do to me?')" (p. 14).

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4. Learning Your Role as a Text Analyst

"Under the heading of text analyst we include an expanded notion of what has traditionally been called critical reading. Here we refer to an awareness of the fact that all texts are crafted objects, written by persons with particular dispositions or orientations to the information, regardless of how factual or neutral the products may attempt to be" (p. 13).

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Four Resources Model - Text Analyzer - Critical Thinking

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3. Learning Your Role as a Text User

"Since reading and writing are nothing if not social, then being a successful reader is being able to participate in those social activities in which written text plays a central part" (p. 10).

"In the case of adult literacy, such a position suggests the need for due consideration of the social conventions of the literacy event in question. Heath (1982) argued that literacy events are conventionalised, in effect constituting a culture of objects and ways of talking about them" (p. 12).

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Four Resources Model - Text User - Descriptive Language

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2. Learning Your Role as a Text Participant

"By this term we mean developing resources to engage the meaning-systems of the discourse itself" (p. 9).

"The significance of the reader's having and using background knowledge resources in reading a text successfully bas been well established in recent research" (p. 9).

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Four Resources Model - Meaning Maker - Read Aloud

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1. Learning Your Role as a Code Breaker

"To be a successful reader, an individual needs to successfully engage the technology of the written script. There are two aspects of this technology: the nature of the relationship between spoken sounds and written symbols, and the contents of that relationship" (p. 8).

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Four Resources Model - Code User - Making Words

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'Literacies' Programs Debates and Demands in Cultural Context

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'Literacies' Programs Debates and Demands in Cultural Context

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Freebody & Luke (1990)

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Literacy: Reading the Word and the World

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Literacy: Reading the Word and the World

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Paolo Freire & Donaldo Macedo (1978)

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Literacy: Reading the Word and the World

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Paolo Freire (1970)

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"Marking a shift in emphasis, Aukerman (2012) contends that critical literacy generally focuses on interpretations (critical literacy as outcome), analytic procedures (critical literacy as procedure), or personal responses. Students are often adopting the teacher's lens. The question, then, is how to create contexts where teachers' knowledge and authority are also the subject of critique. Aukerman (2012: 46) argues that critical literacy depends on conditions where a student's voice is ' 'structured and emerges in conversation and constant tension with multiple other voices. " There are a number of papers published in 2012 that represent critical literacy as dialogic engagement" (p. 71).

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-Critical Literacy Education (1990-2012)
-Conceptualization of Critical Literacy (as a bridge to access and transform codes of POWER, as social justice, as dialogic engagement)
-Influential Scholarship
-Recommendations on Future Directions

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Four Dimensions of Critical Literacy (Lewison, Leland, & Harste)

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Four Dimensions of Critical Literacy (Lewison, Leland, & Harste)

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"U.S. researchers Lewison, Leland, and Harste (2008) describe a model of critical literacy that considers instructional practices including disrupting the commonplace, interrogating multiple viewpoints, considering the sociopolitical, and taking action for social justice. The goal of such instruction is to promote meaningful inquiry through student—teacher partnerships, while giving voice to marginalized groups of people. This creates "a curriculum that honors and highlights difference rather than one that strives for consensus and conformity" (Lewison et al. 2008: 10). They advocate the use of literacy to promote social justice, writing, "Enacting critical social practices in the classroom means using language and other sign systems to get things done in the world" (p. 12). They also emphasize the importance ofa critical stance wherein educators become avcare of the unconscious frames under which they operate, recognize multiple literacies, inquire, and reflect. Lewison et al. (2008: 18) write, "It is not enough to be aware of our own complicity; we also need to engage in an active and systematic process of questioning and evaluating our critical practices." Examples of empirical work that have drawn on this framework include Benedict (2012), Flint and Laman (2012), and Scherff (2012)" (p. 64).

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"Hilary Janks (2000, 2010) developed a critical literacy framework in response to the struggles against Apartheid in South Africa. She imagined four concepts central to understanding language and power. domination, access, diversity, and design. This framework draws on Fairclough's (1992) notion of critical language awareness, emphasizing the analysis of texts to determine the choices made by the writer/speaker. Domination refers to the idea that discourse plays an important role the maintenance of power relationships. Access focuses on providing students with the tools dominant discourses, without devaluing primary discourses. Diversity embraces engagement with various literacies and a range of modalities, which facilitates experimentation with different social identities. Design — or the productive and creative potential of power —is conceptualized as a way to challenge and change existing discourses" (p. 63-64).

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The Four Resources Model (Freebody & Luke)

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The Four Resources Model (Freebody & Luke)

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"One criticism waged against critical literacy is that it fails to address the needs of learners as they developing as readers and writers. Stemming from the Australian context, Freebody and Luke (1990) developed an approach that responds to this critique. The four resources model tends to both cognitive and social dimensions of literacy learning and includes four roles that are "necessary but not sufficient sets of social practices requisite for critical literacy" (Luke 2000: 454). Code breakers decode and encode written texts using sound/symbol relationships, spelling and structural patterns, and conventions. Text participants combine text with personal knowledge and experiences in order to design and construct meaning. Text users understand and act upon the different functions of text across various contexts and semiotic systems. Text analysts and .+:ics name the ideological aspects of text, while critiquing and transforming texts. Luke (2000: 454) asserts that the four elements are not developmental, stating, "In classrooms, lessons can address these different dimensions simultaneously at the earliest stages of literacy education." This model has been integrated into policy and curriculum in Australia. Dooley (2009), lyer (2007), Luke et al. (2011), O'Brien (1994) and Rush (2004) are examples of scholarship that has drawn on the four resources model of critical literacy" (p. 63).

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The Routledge Handbook of Literacy Studies

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The Routledge Handbook of Literacy Studies

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Rogers & O'Daniels

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Sylvia Scribner

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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An Applicable Example (applied to a radio advertisement in South Africa)

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An Applicable Example (applied to a radio advertisement in South Africa)

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1. Find and name the issue
2. Link the issue to learners' lives
3. Access relevant information
4. Analyze textual design
5. Discuss the social effects
6. Imagine possibilities for making a positive difference

"One way of understanding POWER is to read texts critically to see how they have been constructed, whose interests are served, and how they work to produce our identities" (p. 355).

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According to Janks, Teachers Need to Be Able To...

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According to Janks, Teachers Need to Be Able To...

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1. Make  connections  between  something  that  is going on in the world and their students’ lives, where the world can be as small as the class-room or as large as the international stage
2. Consider what students will need to know and where they can find the information
3. Explore how the problematic is instantiated in texts and practices by a careful examination of design choices and people’ s behavior
4. Examine who benefits and who is disadvantaged by imagining the social effects of what is going on and of its representation/s
5. Imagine  possibilities  for  making  a  positive difference

P. 350

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"My own approach to critical literacy integrates competing approaches to working with the relation-ship between language and power and maintains that any one without the other creates a problematic imbalance (Janks, 2000; 2010). I organized the theory and practice that contributed to my own understanding of critical literacy work into a framework with four interdependent nodes. The first focuses on language and power, the second on language identity and difference, the third on access to socially valued goods, and the fourth on representation or design across a range of semiotic modes in relation to options for re-design or transformation" (p. 350).

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"Such social orders do not just happen; they are not predetermined. We produce them collectively and individually both by our actions and by our failures to act" (p. 349).

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"Critical Literacy's Ongoing Importance for Education"

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"Critical Literacy's Ongoing Importance for Education"

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Hillary Janks

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Critical Literacy through Youth Organizing

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Critical Literacy through Youth Organizing

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" Janks (2000) defined critical literacy as multiple, as skill and social practice that is both embodied  and  shifting" (p. 60).

"These  spaces support youth engagement in activism as a process, making social and political change in many ways  that  align  to  the  working  conception  of  critical  literacy  praxis  that  has  been  outlined throughout this chapter. Specifically, taking critical reading and text production outside of school and into activist spaces with youth engages their immediate needs (Blackburn & Clark, 2007)" (p. 60).

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"Luke  (2000)  have intentionally  resisted  the  development  of  any narrow  methodology  that  claimed  to  formulaically  enact  critical  literacy  (while  nevertheless replicating certain approaches)" (p. 57).

"Yet time and again, postmodern scholars  and  their  critics  alike  have  articulated  the  tragic  fault  of  critical  literacy,  naming  the context of formal schooling as a limitation hindering social action" (Bishop, p. 57).

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"At the turn of the millennium, just before the 2001 re-authorization of the Elementary and Secondary Education Act (ESEA) as the controversial No Child Left Behind Act (NCLB), Janks (2000) posited four possible orientations for future approaches to critical literacy education based on different perspectives on the relationship between language and power: (a) to understand how language  maintains  social  and  political  forms  of  domination;  (b)  to  provide  access  to  dominant forms of language without compromising the integrity of non-dominant forms; (c) to promote a diversity  which  requires  attention  to  the  way  that  uses  of  language  create  social  identities;  and (d) to bring a design perspective that emphasizes the need to use and select from a wide range of available  cultural  sign  systems" (p. 54).

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"Lankshear and  McLaren  argued  that  a  guiding  principle  behind  the  processes  of  transformative  critical literacy  praxis  involves  an  analysis  “attempting  to  understand  how  agents  working  within established structures of power participate in the social construction of literacies, revealing their political implications” (p. 7)" (p. 53).

"No curriculum is neutral" (p. 54).

"Comber (2001) later argued that one of the best  ways  to  approach  critical  literacy  is  to  begin  with  multiple  sources  and  opposing  views  to interrogate their construction by specific individuals with particular (always political) goals" (p. 54).

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"Critical Literacy: Bringing Theory to Praxis"

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"Critical Literacy: Bringing Theory to Praxis"

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Elizabeth Bishop

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To Read More About the 11 Key Aspects of Critical Literacy...

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To Read More About the 11 Key Aspects of Critical Literacy...

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See p. 306-307

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"Finally, Green’s 3D Model of Literacy is a multidimensional framework that argues that there are always three dimensions of literacy simultaneously at play: the operational, which means learning how the language works and ways that texts can be structured; the cultural, which involves the uses of literacy and in particular the ways that cultural learning is involved with content learning; and the critical, which refers to the ways in which we act and see in the world, along with how literacy can be used to shape lives in ways that better serve the interests of some over others" (p. 306).

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"Her  Interdependent Model (Janks, 2010, 2014) for critical literacy includes four dimensions: power; diversity;  access; and design/redesign distilled from a careful reading of the literature in a range of related areas as they pertain to education—anti-racism, Whiteness, feminism, post- colonialism, sexual orientation, critical linguistics, critical pedagogy, sociocultural and critical approaches to literacy, and critical discourse analysis. The four dimensions are crucially interdependent and manifest themselves differently in different contexts and different classroom projects" (p. 305).

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"The Four Resources model focuses on four types of literacy practices that readers and writers should learn, including, 1) learning to be code breakers—recognizing, understanding, and using the fundamental features of written text, such as the alphabet; 2) learning to be text participants— using their own prior knowledge to interpret and make meaning from and bring meaning to text; 3) under-standing how to use different text forms; and 4)  becoming critical consumers of those forms— learning to critically analyze text and understand that texts are never neutral" (p. 305).

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Critical Literacy Models Discussed in this Article

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Critical Literacy Models Discussed in this Article

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1. Four Resources Model (Freebody & Luke)

2. Interdependent Model (Janks)

3. 3D Model of Literacy (Green)

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Critical Literacy as a Way of Being and Doing

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Critical Literacy as a Way of Being and Doing

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Vasquez, Janks, & Comber

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Read This Text to Learn More about Challenges with Critical Literacy Education

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Read This Text to Learn More about Challenges with Critical Literacy Education

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P. 16

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"Critical  literacy—by  this  account—entails the  developmental  engagement  with  the  major texts,  discourses,  and  modes  of  information  in the  culture. It  attempts  to  attend  to  the  ideological  and  hegemonic  functions  of  texts,  just as  in  critical  pedagogy  models,  but  it  augments this  by  providing  students  with  technical resources  for  analyzing how texts work and how they might be otherwise  represented  by both authors and readers in a process of rede-sign." (p. 15).

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"These  models  of  “radical  pedagogy”  and  “critical  pedagogy”  involve students in a normative and revolutionary social analysis. In  Freirian  terms,  this  entails  working with learners to use language to name and “problematize”  the  world—that  is,  to  take  everyday ideological  constructions  of  social  relations,  of class, race, and gender relations, and to question them through reading, writing, and dialogue" (p. 12).

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Henry Giroux: “All education is a struggle over what kind of future you want for young people"

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Foundational Tenets of Critical Literacy Models

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Foundational Tenets of Critical Literacy Models

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"These foundational tenets of critical literacy models  feature:  (1)  a  focus  on  ideology  critique and  cultural  analysis  as  a  key  element  of  education  against  cultural  domination  and  marginalization;  (2)  a  commitment  to  the  inclusion  of working-class, cultural, and linguistic minorities, indigenous  learners,  girls  and  women  marginalized and disenfranchised by schooling; and (3) an engagement  with  the  significance  of  text,  ideology, and discourse in social and material relations and everyday cultural and political life" (p. 11-12).

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Hoggart & Williams's Critical Literacy Curricula

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Hoggart & Williams's Critical Literacy Curricula

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"Their focus on the effects of consumption and mass and popular cultures grounds a key strand of critical literacy curricula: (1) the expansion of the textual and  cultural  objects  beyond  canonical  scientific and  literary  texts  to  include  texts  of  everyday life; (2) a focus on critical literacy as a “counter-hegemonic” form of critique that might, in turn, enable  (3)  a  defense  and  revoicing  of  postwar British  working-class  culture" (p. 10-11).

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"In  the  last  two decades,  this  definition  has  been  challenged  by sociological,  historical,  anthropological,  and linguistic  research  on  literacy  in  everyday  life (Street, 2003). Literacies  are  used  for  a  range of  human  expression  and  work—for  everyday self-expression,  identity  formation,  economic exchange,  cultural  engagement,  religious  experience,  civic  life,  commerce,  industry,  and  lei-sure—taking on different designs and modalities, rituals  and  text  practices,  demands  and  expectations  in  diverse  institutional  sites  and  spaces" (p. 9).

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"Critical Literacies in Schools: A Primer"

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"Critical Literacies in Schools: A Primer"

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Luke & Woods

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Overarching Understandings about Literacy from Freebody & Freiberg

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Overarching Understandings about Literacy from Freebody & Freiberg

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" The refusal of the idea of a fully literate person as anything other than technically competent. Corollary to this are (a) the refusal to recognize the emergence of anything other than perceptual and cognitive competence in learners, and (b) the refusal to dismiss a child-like nostalgia for correct literacy as necessary and sufficient for functioning in modern societies.2.  The refusal of literacy teaching as anything other than a technical challenge, and its key resources, semiotic objects, as neutral media for communication.3.  Th  e refusal of discipline- and curriculumspecific forms of literacy as anything other than topical and shallow procedural variations on a basic, generic literacy.4.  Th  e refusal to acknowledge the significance of the reading-writing relationship in develop-ing membership of a literate society. Corollary to this are (a) the equation of literacy with reading (as in the Australian National Inquiry into the Teaching of Literacy, 2005), and (b) a refusal of literacy as entailing agency—production and participation—as well as consumption of texts.5.  A refusal of the collective force of forms of interpretation in reading and writing and of collective literacy activity as a political, civil, and vocational resource.6.  A refusal of the sociological concept of a readership, a community of interpretation, and communities that contest interpretation" (p. 447).

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Refer Back to Freebody & Freiberg to Learn About...

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Refer Back to Freebody & Freiberg to Learn About...

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1: RECOMMENDATIONS:

"(a) developing dispositions and habits, (b) providing pedagogy and procedure, (c) encouraging ideology critique, and (d) developing coher-ent bodies of technical knowledge about interpretation and textual mechanisms for shaping and constraining interpretive possibilities (p. 439)"

2: STUDIES (p. 442)

3. PRAXIS

"Here we outline some of the components we believe should make up an integrated curriculum on the topic of critical literacy, candidate bodies of vertical knowledge that can off er a serious program of literacy education over extended periods, are (a) textual forms and technologies; texts and interpretations as analysable productions’ (b) textual and literate practices as social practices: texts and interpretations as context-relevant, motivated social actions; and (c) reflexivity: texts and interpretations as productive" (p. 445).

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"(a) literacy for growth, (b) cultural heritage literacy, and (c) a variety of approaches under the heading responsive literacy, which we describe below as correct literacy, appropriate literacy, and critical literacy" (p. 437).

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"In scanning the definitions above, we can also note some critical variations concerning literacy: as one part of a dichotomy or a continuum; as a collection of personal attributes and skills or social practices. Some of these definitions are in fact open-textured, relying on context, in particular those that give pride of place to such attributes as effectiveness, functioning, appropriateness, personal goals, and so on. It is also informative to consider these definitional variations in terms of how well they allow their authors to pursue some practical action—teaching, testing, writing a curriculum, or implementing a policy.

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"What is literacy? What it is for? What other personal or community attributes are associated or enabled by literacy? How do schooled versions of literacy diff  er from unschooled versions, and so on" (p. 434).

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"But the position we outline in this chapter is that schools need to do with critical literacy what they do best—(a) develop it as a body of coherent, cumulative knowledge focused on the nature and evaluation of interpretation of text, and (b) revisit this knowledge in a spiralling manner across curriculum domains and through the school years" (433).

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"They will read many things and will have learned nothing" (p. 433).

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"Schools typically provide settings for students to re-articulate what they read in such a way that this re-articulation passes as an accurate and, in some settings, an authentic personal expression. Teachers’ reliance on set textual materials is foundational to most contemporary schooling, and yet the real currency-exchange for students’ achievement in schools is the acceptability of their apparently accurate and personal re-renderings of those textual materials" (p. 433).

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Freebody & Freiberg

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