The first session included activities such as guessing other students’ experiences of modified perception, reading the shortened version of Voices in the Park in groups and identifying and discussing the personality traits of an assigned role. In this session, each student was given a sheet of paper to write down his/her ideas. After that, they were asked to exchange ideas and share opinions by using English with their peers. 

     The second session included activities like working in groups on a character web poster. Students were required to create a web poster in order to present their ideas. 

     The third session included activities such as ‘reading and discussing the entire picture book’ and being assigned individually to complete a perspective journal. They were needed to write about what they had learned from analysing different situations from a critical stance.

     A further analysis of the collected data indicates that this cumulative learning process helped students develop their critical competence through different phases: forming a critical stance, investigating multiple perspective and re-examining a familiar world.

     In conclusion, this article explained each activity in detail. It also included the necessary journal article requirement for readers to understand better while reading it. 

Written by: Emy and Kauthar

The article written by Jun Min Kuo discusses about the importance of critical literacy in classroom. Critical literacy is important as it can help adopts a post structuralist and postmodern view of reality and literacy. Other than that it also motivates students to become active meaning-makers by creating a learning environment in which textual critique is stressed and multiple perspectives are encouraged, explored and respected.

Based on this study, by having critical literacy, students can form critical stance. This means that students can think more critically when they study and understand deeper about it. Other than that, students can know about different perspectives. Students will realise that there are other things for them to notice in a certain situation rather than sticking to their own point of view. Students can also re-examine their familiar world because they will become more aware of their daily life and they will also gain a deeper sense of multiple perspectives.

Teachers can use various method to teach critical literacy in the classroom such as using picture books so that students can be more literate of what they see. They can also express more about what they learn. Teachers can also use interactive and learner-centered tasks in classroom. This will help the students to be more active during the entire learning process.

In conclusion critical literacy should be applied in every classroom so that the students can gain more benefit.

-Has education really changed? How?

-Do you see the changes (as stated by the speaker) in your context? Discuss (mind map / graphic organiser).

v 1. Benefit of  multicultural in Malaysia

v 2. Challenges of multiculturalism in Malaysia

v 3. Discuss 6 Ways Teachers Can Foster Cultural Awareness in the Malaysia Classroom

v Discuss strategies for effective cross cultural communication

1.Define and elaborate the terms: literacy, multiliteracies, culture, cultural literacy, cultural competence, cross-cultural awareness and local cultural awareness.

2.Why cultural literacy is important?

3.Why is intercultural important?

4.How do educators develop a classroom environment that fosters cultural literacy? 

5.Cultural literacy also helps you develop associated skills, such as communication and self-reflection (Flavell, Thackrah & Hoffman, 2013). Discuss the statement above.

Collect samples of multimodal texts:

  -Print

  -Digital

  -Live

  -Transmedia

Discuss how the different modes (linguistic, oral, aural, gesture, and spatial)are used in the multimodal texts to convey meaning.

•Choose a text (e.g. a song lyric).

•Suggest ways to help learners comprehend the text based on the Four Resources Model (code breaker, text user, text participant or text analyst).

Example:

Code breaker – recognising the symbols in the lyric

Text user – recognising the convention of the text like rhymes or format like having a chorus   

Text participant – relate the theme in the lyric to personal experience

Text analyst – discuss theme in the lyric or identify words associated with being ‘strong’ or ‘courageous’ like a lion

1.Multimodal texts present information across a variety of modes including visual images, design elements, written language, and other semiotic resources. These texts challenge novice readers as they work across multiple sign systems to construct meaning (Siegel, 2006). 

2.  Learning to read novels has changed from a singular focus on learning to decode and understand written language to include the navigating and interpretation of visual images, design elements, and graphic structures.’ (Serafini, 2012). 

Get into five groups and assign each group a fairy tale from Texts 2-6. Text 1, Little Red Riding Hood, has already been illustrated using four different ways on the page https://www.philpoteducation.com/mod/book/view.php?id=145&chapterid=37) (Figures 3.1.2b-e: Slide 17) to illustrate dominant, alternative and resistant readings of it. Use the same spirit, discuss possible dominant, alternative and resistant readings of your group's fairy tale. Show case your findings to the rest of the class.

Task :

�Discuss and state how reproducing data and images through digital manipulation can be done? 

�Name the application that you use. Produce  2 example/s.

In your respective groups:

§Discus how you can evaluate and apply new knowledge gained from digital environments. Provide an example. Choose a media. Evaluate and discuss the reliability and validity of the media. How do you gauge the effectiveness of the media in its delivery of content and information

-Get into five groups and assign each group a fairy tale from the above url 

-Use each story to illustrate dominant, alternative and resistant readings of it. 

-In the same spirit, discuss possible dominant, alternative and resistant readings of your group's fairy tale.

-Show case your findings to the rest of the class using Pecha Kucha presentation.

2.Examine any issue in the movie.

3.Discuss in the group your perspective about the issue.

4.Present the group’s perspective about the issue in an info graphic poster.

1. Pursuit of Happiness
2. A Beautiful Mind
3. Kings Speech
4. Good Will Hunting
5. Dead Poets Society
6. Mr. Holland's Opus
7. October Sky
8. Finding Forester
9. The Great Debaters
10. Freedom Writers
11. Apollo 13
12. Hotel Rwanda
13. The Pianist
14. Schindlers List
15.One Flew Over the Cuckoos' Nest
16. The Shawshank Redemption 17. Men of Honor
18. Gifted Hands
19. The Straight Story
20. It's a Wonderful Life
21. Forrest Gump
22. Million Dollar Baby
23. Coach Carter
24. The Blind Side
25. Remember the Titans
26. Cinderella Man
27. Invincible
28. Chariots of Fire
29. Glory Road
30. Rudy
31. Brian's Song
32. Seabiscuit
33. The Black Stallion
34. The Legend of Bagger Vance 35. Invictus
36. 127 Hours
37. Cast Away
38. The Intouchables
39. The Tuskegee Airmen