CRITICAL LITERACY 5
can be defined as going beyond simple decoding oflearnt context to understanding texts and what students are taught(Ginnete, 2013). Everyday practice sees teachers encourage learnersto think deeply beyond what they are taught as a way of making themcritical thinkers. Gress a third grade teacher, explains criticalliteracy as a process that has taken time for students to learn theart of comprehending things learnt in a deeper way (Scholastic, n.d).For her it is the art of reading beyond, over, in between aroundtaught materials.
Dr. Ginette explains critical literacy as a way of thinking that ina manner that challenges the brain to gain inherent meaning toinformation and extend it to real life situations. Beck (2005)pointed out that critical literacy encourages critical awarenessbeyond the class, to transform their environment. Nothing is nothingbetter than seeing students understand concepts taught as it helpsthem apply the lessons to life situation and see them becomeresponsible citizens. According to Ginette (2013) through teachingstudents to understand underlying messages while learning, teachersfoster an important element of creating a safe and caring learningenvironment.
Adolescent students especially need to feel the care and concern ofteachers if critical literacy will be successful. liberates students and through the encouragement from teachersstudents feel appreciated and given opportunities to become competentlearners. is an effective tool of teaching studentsabout analyzing social issues which surround them daily.
Scholastic (nd) argue that teaching of literacy entails selectingand putting together ideologies and contending versions of truth tomake sharpen the cognitive view. Since knowledge is continuouslyunfolding, critical literacy is a process of thoughtful deliberationand practice, which learners acquire slowly. It thus is importantthat when teachers are dealing with student especially adolescents,patience be exercised in an effort to create a classroom environmentthat encourages and challenges students to become criticallyliterate. To understand the imperative role of critical literacy asit relates to adolescents, we will look at critical literacy acrossthe curriculum. Through curriculum, subjects taught and how studentsmove beyond simple comprehension of texts during learning tounderstanding underlying meanings, the significance of criticalliteracy as it relates to adolescents will become clearer (McLaughlin& DeVoogd, 2004).
Language arts are core parts of learning curriculum in all schools.To make critical literacy possible for adolescents during languageart lessons, it would be important to create activities that makecritical learning possible such as narrative texts or fun storybooks.Since adolescents get easily bored, involving them to participate inthe classroom activities. Reading out storybooks loudly for examples,is a great way of keeping them alert and ensuring their attention iscaptured.
For subjects like mathematics where logical reasoning is requiredand problem solving skills, it would be advisable if students aregiven daily assignments and weekly assessments to keep the conceptsalive in them. Everyday practice of mathematical problems encouragesaccuracy and retention of problem solving skills amongst students.Science and technology can use critical literacy in the ability toanalyze lab tests and results as part of learning. Science classesare mostly practical requiring students to grasp the practical partrather than memorizing theory asserts Ginette (2013). Studyingscience affords students many opportunities to promote criticalliteracy such as identifying a particular experiment and usinghypothesis to record reports. Inviting adolescent students tobrainstorm on activities related to science such as the effects ofpollution or conservation of energy are a great way of helping theminternalize content.
One of the most interesting fields of learning is technology. It canbe more intriguing for adolescents since they are able to use anotherplatform of learning far from the traditional classroom setting. Theuse of computers and technological application makes learning fun asit allows them to use visual images for learning (Bosaki, Marini &Dane, 2006). Allocating assignments that encourage them to exploretechnology like creating reports through power point is a great wayof promoting critical literacy learning. Social studies also providenumerous opportunities for students to learn about differentcommunities and practices. Getting them to do group assignments ondifferent societies and presenting their cultural differencesfacilitates critical literacy incredibly.
McLaughlin & DeVoogd, (2004) argue that the significance ofcritical literacy relating to adolescents in the classroom involveslearning activities that are crucial for new knowledge acquisition.It encourages students to be engaged in authentic tasks that latertransform the globe. This view explains that students are not passiverecipients of knowledge but active people who are in the process ofbeing groomed for a better society. Encouraging critical literacy forstudents is shaping a bright future for the community assertsScholastic. To do so, teachers need to use up to date books andlearning materials that will encourage the best quality of learningto take place. Credible learning materials that are up to date withthe world as well as technological learning equipments, are greatways of encouraging critical literacy in the digital age. Criticalliteracy is a great way of making learning an enjoyable experiencefor adolescents.
Bosaki, S. L., Marini, Z. A., & Dane. A. V. (2006). ‘Voicesfrom the classroom: Pictorial and narrative representations ofchildren’s bullying experiences,’ Journal of Moral Education,35, 231–245
Ginette, R. (2013). What works? Research into practice,research monograph, retrieved from https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_PromotingCritica lLiteracy.pdf
McLaughlin, M., & DeVoogd, G. L. (2004). :Enhancing students’ comprehension of text. New York, NY:Scholastic
Scholastic (nd). Teaching critical literacy, retrieved from http://www.educationalleader.com/subtopicintro/read/scholastic/scholastic_341_2.pdf