Critical Literacy in Cyberspace?

Loại tài liệu:

Article

Tác giả:

Groenke, Susan L.

Đề mục:

Students

Nhà xuất bản:

Assembly on Literature for Adolescents -- National Council of Teachers of English

Ngày xuất bản:

Fall 2008

Định dạng:

pdf

Nguồn gốc:

ALAN Review; Youngstown, Volume 36, Issue 1, Fall 2008, pp 6-14

Ngôn ngữ:

eng

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Nội dung

If we want beginning teachers to feel confident in adopting critical teaching methods, we must provide them opportunities to see what critical literacy can look like in classrooms. [...]in spring 2005, we implemented the Web Pen Pals project, a university-secondary partnership that pairs preservice English teachers in online chat rooms with local middle school students to talk about young adult literature (for project description and context, see Groenke & Paulus, 2007). A transactional perspective, as predominantly exemplified in reader-response practices and literaturebased instruction (e.g., Rosenblatt; Wilhelm) assumes meaning of a text occurs through a transaction between a reader's life experiences and the text; the prior experiences, values, and beliefs a reader brings to a text will influence how the reader interprets the text. [...]the focus of such a perspective often stays on the life of the reader through personal response (Lewis). Critical literacy theorists and researchers (e.g., Comber & Simpson; Muspratt, Luke, and Freebody; Davens and Bean; Van Sluys, Lewison, and Flint) believe both the processes of reading and the texts being interpreted are power-laden. [...]a critical perspective understands a reader's experience and the language and structure of a text-authorial choices-combine to influence the multiple meanings a text can hold. Note: Conversations overlap in synchronous chat rooms. [...]the missing line numbers indicate chat turns that were part of a different conversation than what is being analyzed here.

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Critical Literacy in Cyberspace?

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