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An understanding or belief that students should be strongly guided; the classroom and methods are teacher-centered; direct instruction with specific expectations; learners memorize and repeat or represent material in some way (on an exam, in a paper...)

Very Different from constructivist literacy or authentic literacy, multiliteracy, and critical literacy - which are student-centered and methods invite individualism and authentic activities and forms of assessment

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4.1 Didactic Literacy Pedagogy: An Overview

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Critical Literacy vs. Didactic or Traditional Literacy 

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Critical Literacy vs. Didactic or Traditional Literacy 

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7.1 Critical Literacies Pedagogy: An Overview

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Socially and culturally informed and agreed upon ways of making sense of and of relaying information with texts.

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How people actively (reading, writing, listening, speaking, gesturing, etc.) interact with and create texts.

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As students move through the grades, they learn to use a general set of strategies, such as predicting, questioning, and summarizing a text, to support their comprehension and response to texts across the curriculum.

These strategies are often used as procedures for study skills to learn and retain content information.

Content-area literacy, therefore, refers to a basic set of strategies for reading and responding to texts with little differentiation between different how texts should be treated between different academic subjects.

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Anything that can be interpreted.

Texts have multiple modes (audio, image, colors, words, font) and texture

Texts can include movement (movies; body gestures); texts can include words (e.g., print alphabet).

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A theoretical concept that involves questioning and interrogating how power is operating within a text.

Critical literacies might involve asking questions like:

How are people being represented in the text?

Are the representations culturally accurate, or are they stereotypes?

Are people treated like humans or objects in this text?

Are some people treated more complexly than others?

What discourses are valued in this text?

Do discourses diminish or affirm the humanity of the people being represented in this text?

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"The complex, purposeful, social and cognitive process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning." (https://ncte.org/statement/adolescentliteracy/)

"Incorporates academic discourses and disciplinary concepts in literary, historical, informational, scientific, and technical texts" (https://ncte.org/statement/adolescentliteracy/)

Includes the integration of multiliteracies using multimodal texts

Incorporates and values the inclusion of social, cultural, and personal differences among individuals and they interpret and make-meaning with knowledge

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Theoretical concepts that highlight the multiple modes of text. Because texts can include different modes, or forms, producing and making sense of texts that have multiple modes requires skills that involve thinking about how meaning is produced when modes are used together, or in juxtaposition. Using multimodal literacies means that the reader or writer takes the many modes of a text into account when making sense of the text or when producing a text.

Multiliteracies is a theory that was developed by The New London Group

Challenges traditional literacy approaches by “…emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students...enables student access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.” (article below, p. 60)

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Discourse:

The ways that people communicate and express themselves

People communicate according to their beliefs, values, and ways of knowing.

Discourse is closely tied to culture.

Discourse Communities:

A group that has shared beliefs, actions, and literacies, or modes of communication.

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A theoretical concept that highlights the differences among the various texts used in different disciplines and the specialized reading practices required for comprehension and critical analysis of ideas within each.

Some of these differences include specialized vocabulary, types of language used to communicate ideas, text structures, text features, and sources of information within and across disciplines.

Each discipline represents knowledge and the ways of producing and communicating that knowledge differently, resulting in a diverse approach to reading and comprehending text ideas.