7.1 Critical Literacies Pedagogy: An Overview

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Literacy Teaching and Learning: Aims, Approaches and Pedagogies

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University of Illinois at Urbana-Champaign

Literacy Teaching and Learning: Aims, Approaches and Pedagogies

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This course opens with an exploration of the social context and aims of literacy teaching and learning. It goes on to describe a range of historical and contemporary approaches to literacy pedagogy, including didactic, authentic, functional, and critical approaches. The course takes has a 'Multiliteracies' perspective, which aims to expand the definition of literacy to encompass today's multimodal communications, and the diversity of literacies across different social and culltural contexts. A Multiliteracies approach also suggests a broad range of activity types—experiential, conceptual, analytical and critical. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in literacy teaching and learning, including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative." -------------------------------- Take this Course for Credit at the University of Illinois. -------------------------------- This course has the same content and anticipates the same level of contribution by students in the 'New Media and Literacies' course offered to graduate certificate, masters and doctoral level students in the College of Education at the University of Illinois. Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it - we say that any level of engagement is good engagement. On the other hand, if you would like to take this course for credit at the University of Illinois, apply here: http://education.illinois.edu/online-offcampus/programs-degrees/ldl-online If you have already taken this course in Coursera, you can prepare a portfolio of work created there and request that this work is taken into account for your University of Illinois course.

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Functional + Critical Approaches to Literacy

Now we explore the remaining two of the four major traditions in literacy teaching and learning: functional and critical approaches to literacy. Our purpose in introducing these four major approaches has been to explore the strengths and weaknesses of each approach, as well as to advocate for the idea that literacy teaching and learning ideally involves a repertoire of different kinds of pedagogical moves or activity types.

7.1 Critical Literacies Pedagogy: An Overview7:30

7.2 The Content Focus of Critical Literacies Learning8:31

7.3 Mapping Pedagogical Approaches to Literacies6:17

Rencontrer les enseignants

Dr William Cope
Professor
Department of Education Policy, Organization & Leadership, College of Education
Dr Mary Kalantzis
Professor
College of Education

In this section, we're going to talk about a tradition in literacy pedagogy which is

called critical literacies.

And perhaps I'll mention a couple of the more prominent people,

the best known names, there's a lot of people in this tradition

Palo Frerri in Brazil is perhaps one of the most famous people.

In the United States, Michael Apple has been someone whose argued for

critical pedagogy of one sort or another.

And I think the best way to introduce it is to compare it with the other

paradigm that we spoke about earlier, which is didactic literacy.

So, didactic literacy was about formal rules of language,

learning mechanical skills, becoming a proficient user,

I suppose, learning to read and write in a basic kind of way.

But also behind it was a kind of if you like a kind of a moral or

a set of values around percivity and compliance and we're telling

you things and you're going to do them and you're going to do them the right way.

So we speak, you listen kind of view of the world.

And also, in terms of its underlying politics,

if you like, it's about social reproduction.

It's not rocking the boat, it's about keeping the world the way it is.

Just, you know, you take away these basic skills and be happy for yourself, sort of.

That's a caricature, if you like,

of didactic pedagogy, really from the perspective of critical pedagogy.

How are critical pedagogy and critical literacy different?

Well, as people like, it's underpinned by

democratic values, it's about bringing up real issues in the classroom,

discussing real things in the world that might be of personal concern,

issues of justice, issues of pain and oppression in the world.

It might involve that, but also just maybe things that are just grounded,

things that are relevant, things happening in local communities.

Not things, in didactic pedagogy things often tend to be a bit abstract and

distant and formal, but these are things that are real, and

embodied in people's lives.

It's also about people becoming active in participatory communicators,

learning to write, learning to read in ways which are meaningful for

their lives and it's also about personal and social transformations.

Now the personal transformation is about becoming aware of yourself in the world,

becoming somebody who can communicate effectively in the world for

reasons which are perhaps sometimes transformative.

That might be just becoming more able, getting a better job or

transformative in a sense of being a political agent, someone who can be

an active citizen whereas didactic pedagogy was notionally more neutral.

But in fact you know one could argue that in fact subtly it wasn't that neutral

if it was about passivity and compliance.

So what I've tried to do there is contrast the value sits

of these two pedagogical approaches.

In fact you know as we've kept on saying, there is a role for

some of the moves that are made in indirect pedagogy.

It's not something that's to be dismissed totally out of hand.

What I've really been trying to do here is just build a contrast between these two

traditions within literacy pedagogy.

>> We've been talking a lot about the way in which text,

written and spoken texts make meaning.

But what we need to remember is even when we're using exactly the same words or

even we're engaging with the exact the same text, the meaning can vary for

a whole range of reasons which we're going to explore together.

But I just want to sit back for a minute and remind us that traditional pedagogy

around literacy or what we call didactic literacy, was based on

interpreting words and takes around rules or what we called grammar.

That kind of pedagogy focuses on learning the skills to recognize when something

was a noun or a verb, how words came together

to form a sentence, so those kinds of skills were important in making meaning.

But basically it required the learner to absorb knowledge about these rules and

the formality involved in making texts to be recipients of these texts,

to understand them, to pass them, to talk about them, and

to memorize in order to be able to

respond appropriately to the meaning that the educator was looking for.

So, essentially it was about fitting in, learning to read text in a way

that allowed you to fit in with the dominant culture or

the dominant meanings that were available.

For example if we take something in literature like a fairy tale,

of course it really, students in our school

system understands the power and meaning of fairy tales.

But there in many traditional fairy tales typically have a princess

who is in some kind of need, a prince who comes to save her,

marriage at the end, living happily ever after in a castle.

But nowadays, of course, girls and

boys read those stories in very different kinds of ways.

Is marriage the only option for the princes?

Is a castle the only thing that she might live in or he might live in?

So although we read the stories and engage with them,

where we come from influences the way we think about it.

But it's not just literature,

even if we go to something in science like water for example.

What does water mean to us?

Is water just the scientific components and

the properties of water, for example in our local pond?

How will we understand the meaning of that pond?

What happens for young learners who've never seen a pond, or just live in a city

and a pond is something that is not within their consciousness or their experience?

How do they value what happens in it if it's polluted or if fish are in it or

if it's decorative?

How do we respond to the relationship of water to cleanliness or

drinking or aesthetics?

Again, every learner will come even to something scientific like that with

a set of experiences and perceptions which might effect the way they make meaning.

And of course, if we go to a subject like history or take a topic like Thanksgiving,

for some people when they read the stories of this so

called first meal together or other meals that we might organize and arrange for

our families, these celebrations of a historic moment.

Obviously some people in our history regard the moment of contact between

settlers and native people as a time of mourning not a time of celebration.

So even something significant as Thanksgiving, which is a national holiday,

and it's a historic moment, people will interpret that differently, even though

we're using exactly the same words and perhaps the same stories and images.

So it does really matter that we understand that meaning is made

in the interaction between the intention and the experiences

of the person who utters the meaning or creates the meaning in text.

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