1 / 21

Reading Critically: Moving Beyond Reading Comprehension

Reading Critically: Moving Beyond Reading Comprehension. Susan Lenski Portland State University sjlenski@pdx.edu. Why focus on critical literacy?. Informed decision making Understanding how all subjects require that we understand critiques Conflicting ideas Empowers learners

konala
Download Presentation

Reading Critically: Moving Beyond Reading Comprehension

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reading Critically:Moving Beyond Reading Comprehension Susan Lenski Portland State University sjlenski@pdx.edu

  2. Why focus on critical literacy? • Informed decision making • Understanding how all subjects require that we understand critiques • Conflicting ideas • Empowers learners • Highest level on NAEP

  3. Paulo Freire said… • Reading is not walking on the words. It’s grasping the soul of them.

  4. Critical Literacy Texts are… • products of social beings • biased • not neutral

  5. Readers should… • Move beyond comprehension • Analyze the social frameworks available • Problemitize texts • Become agents for social justice

  6. Why Critical Literacy for Adolescents? • Beyond egocentric view of world • Looking for BIG ideas and ideals • Want to change the world • Need REASONS to read

  7. Ways to Think about Critical Literacy • Identifying and acknowledging bias in texts • Forming alternative points of view • Asking questions/Problemitizing texts • Looking at power and privilege • Analyzing media • Encouraging action

  8. Capitol Steps On The Record • We put the MOCK in democracy. www.capitolsteps.com

  9. Bias • By the 1760s, however, the harsh new British policies spurred the growth of an American sense of community. A growing number of colonists now began to think of themselves as Americans drawn together by their hostility to British authorities. At the same time, colonial leaders began to take political action against what they felt was British suppression.

  10. More Bias… King George III was a pig-headed man rather than a tyrant—but from America the distinction was not clear to the naked eye. And the 13 rebellious states were recognized as the United States of America.

  11. James Loewen titles Any Bias? Any Bias?

  12. More Bias…

  13. Four-word Film Reviews (www.fwfr.com) Secret Life of Bees Dakota’s life not sweet Mommy Dearest The wrath of mom Body of Lies As the Crowe lies Wizard of Oz Lion, Witch, wide road The Dark Knight

  14. Chapter 7 Go back to page 161, Questioning the Author. Use the QtA strategy for the overview of Chapter 7.

  15. 7.1 Authors’ Qualifications What are other strategies for determining authors’ qualifications? How would you teach it to your students? How can you put it in your Work Sample?

  16. 7.2 Considering Alternate Views Demonstration with Hey, Little Ant. Discussion Web

  17. 7.3 Developing Informed Opinions Support Your Position Soaps + Claim

  18. 7.4 Critical Literacy Demonstrate with Click, Clack, Moo. Reciprocal Teaching Plus Critical Literacy Response Power Graph Social Action

  19. Problemitizing Texts What is present? What is missing? How is our culture revealed through this text? Whose point of view is most prevalent? See strategy in Reading & Learning

More Related