Practice it in the Classroom
This section is designed to assist beginning teachers to apply critical literacy in the classroom. Each exercise encourages peer support and assumes that the teacher will guide students through their evaluations and critical conversations.
Duration of activities is at the discretion of the teacher, but should allow sufficient time for students to read and make connections through comparing and contrasting texts (McLaughlin and DeVoogd, 2004).
Duration of activities is at the discretion of the teacher, but should allow sufficient time for students to read and make connections through comparing and contrasting texts (McLaughlin and DeVoogd, 2004).
Exercise 1 - Social issues
Discussing social issues makes literacy instruction more meaningful for students in middle-upper primary levels because it connects to their world (Lankshear, 1998).
Grade: 5-6
Objective: To understand the power of dominant discourses.
Suggested topics: School funding, cyber bullying, NAPLAN testing, animal welfare, healthy eating/body image, school/community based matters.
Resources: Newspaper/magazine articles, documentaries, current affairs programs, blogs, websites/web articles.
Process: Direct students to evaluate select texts from various angles including, author purpose/ideology/authority, intended audience, and dominant voice. Students will develop a position through comparing and contrasting texts. This position will form the basis of an article intended to persuade authorities to change their policy on a particular issue. For example, the minimum age for NAPLAN testing.
Applications
Whole class: The class will evaluate select texts focusing on changing power relationships through producing a persuasive article for publication.
Small group: Students will work collaboratively, evaluating texts and their interpretations to produce a persuasive article. Groups will compare/contrast their findings prior to publication.
Individual: Students will independently evaluate and challenge the ideologies of texts via a persuasive article, swap with a peer for critique, then revise their article for submission.
Variation: An exercise focusing on how individuals bring meaning to a text (Winch and Holliday, 2010).
Grade: 5-6
Objective: To understand the power of dominant discourses.
Suggested topics: School funding, cyber bullying, NAPLAN testing, animal welfare, healthy eating/body image, school/community based matters.
Resources: Newspaper/magazine articles, documentaries, current affairs programs, blogs, websites/web articles.
Process: Direct students to evaluate select texts from various angles including, author purpose/ideology/authority, intended audience, and dominant voice. Students will develop a position through comparing and contrasting texts. This position will form the basis of an article intended to persuade authorities to change their policy on a particular issue. For example, the minimum age for NAPLAN testing.
Applications
Whole class: The class will evaluate select texts focusing on changing power relationships through producing a persuasive article for publication.
Small group: Students will work collaboratively, evaluating texts and their interpretations to produce a persuasive article. Groups will compare/contrast their findings prior to publication.
Individual: Students will independently evaluate and challenge the ideologies of texts via a persuasive article, swap with a peer for critique, then revise their article for submission.
Variation: An exercise focusing on how individuals bring meaning to a text (Winch and Holliday, 2010).
Exercise 2 - Social concepts
Johnston (2010) and O’Brien (1998) found that fairy tales and other popular children’s texts are useful for critical literacy
because they bring to light stereotypes and common understandings concerning particular topics.
Grade: 3-4
Objective: To understand the factors that influence the way in which the reader is positioned by the text.
Suggested topics: Right and wrong, ‘happily ever after’, social conventions, social etiquette/expectations.
Resources: Jack in the beanstalk, Puss in boots, Magpie's baking day, The little red hen, and other popular fairy tales/fables.
Note: Considering familiar texts from a new perspective eases students into critical literacy.
Process: Direct students to evaluate the texts in light of their historical social contexts (Healy, 1998), to determine how underlying messages position the reader to believe certain ‘truths’. For example, believing that it’s okay for the cat in Puss in boots to lie and cheat to ensure riches for his master. Similarly, students may consider the concept of social etiquette/expectations by evaluating the messages portrayed in texts. For example: Do The little red hen and Magpie's baking day depict human attitudes to those who aren’t team players?
Applications
Whole class: The class will examine the evolution of the texts and how they continue to be told from a particular perspective.
Small group: Students will work collaboratively to evaluate the influence of characters point of view. Groups will compare/contrast their findings to develop a position.
Individual: Individuals will evaluate their favourite fairy tale/fable, comparing their current interpretations with past impressions.
Variation: An exercise that compares the language and structure of a number of fairy tales/fables to determine the common elements that work to influence the reader.
because they bring to light stereotypes and common understandings concerning particular topics.
Grade: 3-4
Objective: To understand the factors that influence the way in which the reader is positioned by the text.
Suggested topics: Right and wrong, ‘happily ever after’, social conventions, social etiquette/expectations.
Resources: Jack in the beanstalk, Puss in boots, Magpie's baking day, The little red hen, and other popular fairy tales/fables.
Note: Considering familiar texts from a new perspective eases students into critical literacy.
Process: Direct students to evaluate the texts in light of their historical social contexts (Healy, 1998), to determine how underlying messages position the reader to believe certain ‘truths’. For example, believing that it’s okay for the cat in Puss in boots to lie and cheat to ensure riches for his master. Similarly, students may consider the concept of social etiquette/expectations by evaluating the messages portrayed in texts. For example: Do The little red hen and Magpie's baking day depict human attitudes to those who aren’t team players?
Applications
Whole class: The class will examine the evolution of the texts and how they continue to be told from a particular perspective.
Small group: Students will work collaboratively to evaluate the influence of characters point of view. Groups will compare/contrast their findings to develop a position.
Individual: Individuals will evaluate their favourite fairy tale/fable, comparing their current interpretations with past impressions.
Variation: An exercise that compares the language and structure of a number of fairy tales/fables to determine the common elements that work to influence the reader.
Exercise 3 - Popular texts
Students’ fantasies and perceptions of the world are linked to popular texts, so it’s important to consider them for critical evaluation (Misson, 1998).
Grade: 3-6
Objective: To understand how choice of language and textual mode work together to ensure success.
Suggested topics: What makes this popular? Who decides what is popular? What makes us want to buy that?
Resources: Songs, poetry, catchy advertising phrases/campaigns, film media, fiction and non-fiction texts in multiple modes.
Process: Direct students to evaluate texts focusing on linguistic features (Wignell, 1998), and imagery that work to influence the reader and achieve the intended purpose. Students should consider the ‘formula’ of texts, which have been constructed to appeal to a wide audience (Misson, 1998).
Applications
Whole class: Class discussion will focus on the hidden messages that compel the reader/viewer toward a particular response.
Small group: Students will work collaboratively to determine how a text has been constructed for mass appeal then compare/contrast their interpretations with other groups.
Individual: Students will select a text and write an evaluation, swap with a peer for critique, then reflect on factors that influenced their evaluation.
Variation: An exercise that evaluates texts with respect to social responsibility. For example: Do super-hero’s advocate vigilante behaviour?
Grade: 3-6
Objective: To understand how choice of language and textual mode work together to ensure success.
Suggested topics: What makes this popular? Who decides what is popular? What makes us want to buy that?
Resources: Songs, poetry, catchy advertising phrases/campaigns, film media, fiction and non-fiction texts in multiple modes.
Process: Direct students to evaluate texts focusing on linguistic features (Wignell, 1998), and imagery that work to influence the reader and achieve the intended purpose. Students should consider the ‘formula’ of texts, which have been constructed to appeal to a wide audience (Misson, 1998).
Applications
Whole class: Class discussion will focus on the hidden messages that compel the reader/viewer toward a particular response.
Small group: Students will work collaboratively to determine how a text has been constructed for mass appeal then compare/contrast their interpretations with other groups.
Individual: Students will select a text and write an evaluation, swap with a peer for critique, then reflect on factors that influenced their evaluation.
Variation: An exercise that evaluates texts with respect to social responsibility. For example: Do super-hero’s advocate vigilante behaviour?
Exercise 4 - Genre study
The following exercise relates to Bridge to Terabithia, a thought provoking text that many beginning teachers hesitate to review (Wollman-Bonilla, 1998).
Grade: 6
Objective: To understand the complexity of blending genres and the importance of powerful character representations.
Suggested topic: Book or film review
Resource: Bridge to Terabithia
Process: Direct students to evaluate the text, taking into consideration how blending fantasy with the drama of a tragic event shifts the status of the text to unconventional. Students will examine language and character representations to determine how the author has manipulated the circumstances for an intended purpose.
Applications
Whole class: The class will evaluate the text section-by-section during shared reading, focusing on character representations and their influence.
Small group: Students will view the film then work collaboratively to uncover the intended message, and write a critique for discussion with other groups.
Individual: Students will read the book or watch the film at home and prepare a critique for class discussion focusing on the various interpretations of effectiveness.
Note: Giving students the option to view the film or read the book allows for the diversity of learners within a classroom.
Variation: An exercise considering the outcome of alternative scenarios.
Grade: 6
Objective: To understand the complexity of blending genres and the importance of powerful character representations.
Suggested topic: Book or film review
Resource: Bridge to Terabithia
Process: Direct students to evaluate the text, taking into consideration how blending fantasy with the drama of a tragic event shifts the status of the text to unconventional. Students will examine language and character representations to determine how the author has manipulated the circumstances for an intended purpose.
Applications
Whole class: The class will evaluate the text section-by-section during shared reading, focusing on character representations and their influence.
Small group: Students will view the film then work collaboratively to uncover the intended message, and write a critique for discussion with other groups.
Individual: Students will read the book or watch the film at home and prepare a critique for class discussion focusing on the various interpretations of effectiveness.
Note: Giving students the option to view the film or read the book allows for the diversity of learners within a classroom.
Variation: An exercise considering the outcome of alternative scenarios.
Exercise 5 - Linguistic effects
Students should understand that language of texts is chosen purposefully to influence. For example, consider the impact of
changing the discovery of Australia to the invasion of Australia (Sharp, 2012).
The exercise below focuses on two short texts that successfully give voice to Indigenous Australians.
Grade: 3-4
Objective: To understand that language is a powerful persuasive tool.
Suggested topic: Equality and change
Resources: Same but little bit diff’rent, Kick it to me.
Process: Direct students to examine the texts from a linguistic perspective to determine how words, phrasing and imagery work to influence the reader toward a particular standpoint. For example, Same but little bit diff’rent, may position the reader differently if the title of the book was not included on each page or the relationship of Marn-grook to Australian Rules Football would be less obvious without the use of imagery.
Applications
Whole class: The class will discuss the texts, focusing on author purpose and intended audience.
Small group: Student groups will assess different versions of the texts. For example, Kick it to me without illustrations. Groups will compare their findings, evaluating effects of altering language/imagery.
Individual: Students will evaluate texts as a homework exercise in preparation for class discussion focusing on how background knowledge influences interpretation.
Variation: A higher level exercise focusing on texts that challenge racism and prejudice.
changing the discovery of Australia to the invasion of Australia (Sharp, 2012).
The exercise below focuses on two short texts that successfully give voice to Indigenous Australians.
Grade: 3-4
Objective: To understand that language is a powerful persuasive tool.
Suggested topic: Equality and change
Resources: Same but little bit diff’rent, Kick it to me.
Process: Direct students to examine the texts from a linguistic perspective to determine how words, phrasing and imagery work to influence the reader toward a particular standpoint. For example, Same but little bit diff’rent, may position the reader differently if the title of the book was not included on each page or the relationship of Marn-grook to Australian Rules Football would be less obvious without the use of imagery.
Applications
Whole class: The class will discuss the texts, focusing on author purpose and intended audience.
Small group: Student groups will assess different versions of the texts. For example, Kick it to me without illustrations. Groups will compare their findings, evaluating effects of altering language/imagery.
Individual: Students will evaluate texts as a homework exercise in preparation for class discussion focusing on how background knowledge influences interpretation.
Variation: A higher level exercise focusing on texts that challenge racism and prejudice.