Critical Literacy in Cyberspace?

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.

Loại tài liệu:

Article - Bài báo

Tác giả:

Groenke, Susan L.

Đề mục:

Young adult literature

Nhà xuất bản:

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

Ngày xuất bản:

Fall 2008

Số trang/ tờ:

Định dạng:

pdf

Nguồn gốc:

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

Liên kết:

ISSN 0882-2840

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Critical Literacy in Cyberspace?

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