Week 12 - Critical Literacy: Becoming Producers of Text and Powerful Language

The first article entitled, Teaching about Language, Power, and Text: A Review of Classroom Practices that Support Critical Literacy, written by Edward Behrman is about his search for lessons or units published to support critical literacy instruction at the higher primary levels and the secondary school levels as well.  The article states that in theory, critical literacy instruction is supposed to foster social justice by showing students how language is affected by and also effects social relationships.  Unfortunately though, it seems that this methodology lacks instructional strategies for educators to follow or learn to use this approach.  There should not be a set in stone formula for how to produce this instruction, as a goal is for the learning to be more organic; the students should invent critical literacies in the classroom.
In the review of materials, the author finds six categories of critical literacy instruction based on student activities or tasks.  They are as follow, reading supplementary texts, reading multiple texts, reading from a resistance perspective, producing counter texts, conducting student-choice research projects, and taking social action.  In this style of instruction students will feel a deeper connection and understanding of different viewpoints, especially if these tasks are integrated and some done simultaneously.  I see a great window of opportunity for this sort of literacy instruction to be melded into a world of Web 2.0.  Production of journal entries from a counterpointed point of view, or finding supplemental text or perspectives on an opinions via the web may be a great way to integrate new technologies into critical literacy instruction to promote deeper understanding.

The second article is, Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and 2.0, written by Handsfield, Dean, and Cielocha. It begins by denoting the expanse of computer and internet growth in the educational setting, as well as the discrepancy between a Web 1.0 world and the producing and collaborative Web 2.0 internet.    There is mention of an online comic maker, as well as accommodations if Web 2.0 is not available, such as using a scanner.  Also utilizing blogging for readers responses to text is a suggestion made.  The article offers a rather comprehensive list of online resources and descriptions of tools for literacy instruction.  It makes for a great resource for educators to utilize.   

Incidentally, I checked out voicethread.com, and find it totally awesome!  I hope to utilze that tool, maybe for students to comment on one another's drawings, poems, or other published works.  It is another great tool for collaborative and ever changing work online.