“That was Basically Me”: Critical Literacy, Text, and Talk. J. Wilson & T. Tropp Laman
Transcript
1. That was Basically Me: Critical Literacy, Text, and Talk.J.
Wilson & T. TroppLaman
2. Seeing the Bigger Picture
Knowing in part may make a fine tale,
But wisdom comes from seeing the whole (p.40).
Often in classrooms, reading, analysis and synthesis take place in
isolation. Students at the elementary and middle school level
rarely engage in authentic dialogue.
Wilson and TroppLaman suggests that students miss key opportunities
to engage in critical analysis when text is only read
individually.
3. Building a classroom dialogue centered on Critical
Literacy
Wilson and TroppLaman findings on the on the effectiveness of group
discussion in fostering critical literacy skills were based on the
classroom observations of K. Pierce, a sixth grade teacher who
integrated issues of social domination into her standard
curriculum.
4. Addressing the Tough Issues
How do you incorporate topics of social domination in your
classroom?
Racism
Poverty
Discrimination
Immigration
War
5. Pierce used a variety of resources to introduce her students
to issues of power in society.
Social action projects
Poverty simulations
Museum trips
Multiculutral Social Issues books
Examples of books addressing social issues
6. Social Issues Texts (Elementary & Middle Grades)
h
7. Link Between Social Issue books and Critical Literacy
Books that address social issues provide a foundation in which
students can begin to address controversial topics in an
environment where their opinion is respected and validated.
Literature discussions are one curricular structure that provides
support for students dialogues with their peers (p.41).
Authentic dialogue is when students are allowed to talk freely
about the text in order to build further meaning. It creates a
space for critical conversations.
8. Critical Literacy through Discussion
Exploratory Talk
Talk characterized by uncertain phrasing and circuitous threads as
students attempt to work through their interpretation in
collaboration.
Allows students to engage with the text on a personal level
When do you allot time for exploratory talk in your classroom? How
do you facilitate it? Groups, pair-share, guided questions,
etc.
9. Classroom ObservationObservation
The three students observed represented different backgrounds a
central component of having students build meaning from listening
to other perspectives.
10. Students read the picture book I Hate English. One student
summarized the texts to the others which gave each student an
opportunity to interject their own personal experiences and
thoughts about the text.