Critical literacy in preschool class – planning, implementing and evaluating teaching
Submitted by:
Desirée Fristedt
Abstract:
Critical literacy explores interactions of language and power. To be able to deconstruct and interpret text as products as well as in specific social practices, critically speaking, reading, and writing is necessary. This study builds on Luke and Freebody’s (1997) four-resource model which suggests that four dimensions of literacy should be taught and learned simultaneously. In accordance with the model, students should learn roles as code breakers, text participants, text users and text analysts. There are several studies approaching early years literacy education and code breaking skills including systematic phonics and grammar (e.g. Swedish Research Council, 2018; Torgerson et al., 2006; National Reading Panel, 2000). This alone, however, is not enough for early years students to become efficient readers and writers. Considerations should also be taken to how students as text participants understand what texts mean, and as text users know why they write and for whom. In relation to studies about discrete skills like teaching about phonics, few studies are found focusing on students in primary school being text analysts exploring what texts do with them. The aim of this presentation is to present and discuss the planning, implementation and evaluation of a combined research and professional developmental project aiming to develop teaching practices in preschool class that promote students’ critical literacy, more specifically how to become text analysts. In planning, implementing, and evaluating the project the interdependent framework for critical literacy education (Janks, 2013) will be used. The framework elucidates the mutually dependent parts: power, identity/diversity, access, and design/redesign. An interactive approach is used where joint learning between the researcher and the participants is emphasized. Data for the evaluation phase is gathered through workshops and interviews with teachers, and video recordings from the classroom.
References
Janks, H. (2013) Critical literacy in teaching and research1, Education Inquiry, 4(2). S 225-242.
Luke, A. Freebody, P. (1997). Shaping the social practices of reading. In: Muspratt, S. Luke, A. Freebody, P. (eds) Constructing Critical Literacies: Teaching and Learning Textual Practices. Creskill: Hampton Press.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications. Washington, DC: U.S. Department of Education.
Swedish Research Council. (2018). Kunskapsöversikt om läs- och skrivundervisning för yngre elever. Delrapport.
Torgerson, C. Greg, B. & Jill, H. (2006). A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. Research Report No.711. Notingham: DfES Publications.