A review of critical literacies in preservice teacher education: pedagogies, shifts, and barriers

Hendrix-Soto, Aimee; Wetzel, Melissa Mosley

doi:10.1080/10476210.2018.1465034

Cited by 30 publications

(16 citation statements)

References 26 publications

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“…In general, the results confirm pre-service teachers' interest in DML, and suggest that even they might have a rather naïve view. A change in approach is possible even through a short course (Scull & Kupersmidt, 2011), supporting the view that literacy development is incremental (Hendrix-Soto & Mosley Wetzel, 2018). Throughout the course, teachers maintained a description of their role as a model of competent digital behavior, different from that of an expert or reference person.…”

Section: Discussionmentioning

confidence: 88%

“…These two traditions also inform pre-service TE (Hendrix-Soto & Mosley Wetzel, 2018). While they are the main sources of what we understand as the content of DML, Dezuanni (2015) claims that they do not adequately explain how students develop media knowledge in practice, and proposes a four-building-blocks non-hierarchical and non-sequential model for the design of DML curricula: (a) Digital materials, that is, concretely working with hardware, software and media tools; (b) Media analysis; (c) Media Production; and (d) Conceptual understandings.…”

Section: Digital and Media Literacymentioning

confidence: 99%

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Digital and media literacy in pre-service teachereducation

Botturi

2019

NJDL

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In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants, intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experimentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the evolution of pre-service teachers' approach to DML, on their perceived role as teachers in this domain, on selfefficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests that, despite the limited space in the curriculum and resources available, even a short course can make a difference and enable teachers to integrate DML in their profession.

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Section: Discussionmentioning

confidence: 88%

Section: Digital and Media Literacymentioning

confidence: 99%

Digital and media literacy in pre-service teachereducation

Botturi

2019

NJDL

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“…Despite the existence of various definitions and operationalization of the concept of critical literacy (López, 2020;Lee, 2011;Yoon et al, 2018), and with distinct theoretical influences-which generates misconceptions and ambiguities (Hearfield & Boughton, 2018;Vasquez, 2017;Luke, 2012;Hendrix-Soto, & Mosley Wetzel, 2018), the concept of critical literacy can, overall, be understood as "a theoretical and practical framework that can readily take on such challenges creating spaces for literacy work that can contribute to creating a more critically informed and just world" (Vasquez, 2017, p. 1). Table 1 depicts the main aspects of critical literacy, as proposed by Vasquez (2017).…”

Section: Critical Literacymentioning

confidence: 99%

“…2, No. 1, 2020 20 Published by SCHOLINK INC.justice, by (i) criticizing the existing social order, translated into the ideology of the present and its institutions of maintenance of that society; and (2) fostering awareness and the need for change in social power relationships(Lee, 2011;Luke, 2012;Hearfield & Boughton, 2018;Hendrix-Soto & Mosley, 2018). Janks (2018) argues that "Ideal readers read with the text; critical readers read against the text.…”

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confidence: 99%

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Critical Literacy and Literacies

Serpa¹,

Santos²

2020

JETSS

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Literacy emerged as a concept that meant the application of reading, writing and numeracy skills in the individual’s everyday context. Nowadays, the concept of literacy takes on a central and multivariate dimension and is mobilized in several contexts, such as digital literacy, sustainability literacy and ocean literacy, just to name a few. This paper seeks to discuss these multiplicities of literacies through an approach supported in the critical literacy concept, as well as the implications of this stance.

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Dismantling Winning Stories: Lessons From Applying Critical Literature Pedagogy toThe Odyssey

Steiss¹

2019

J Adolescent & Adult Lit

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In teaching canonical literature, presuming a text's merit and infallibility can inhibit the development of critical thought and may transmit values that are not socially and politically just. The author describes how educators can promote academic literacy and critical consciousness in their students through pedagogy that helps students critically analyze canonical texts, specifically the ancient Greek epic poem The Odyssey by Homer. By implementing critical literature pedagogy, students can deconstruct problematic ideologies embedded in The Odyssey, such as the text's promotion of patriarchy, violence against women, and sexual double standards. Using scholarship and examples of lessons and student work from an all‐male high school English classroom, the author demonstrates strategies that allow students to identify and disrupt dominant narratives that try to shape their actions and thoughts, and instead construct counternarratives that are more sociopolitically just and inclusive of perspectives marginalized or absent from the canon.

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A review of critical literacies in preservice teacher education: pedagogies, shifts, and barriers

Cited by 30 publications

References 26 publications

Digital and media literacy in pre-service teachereducation

Digital and media literacy in pre-service teachereducation

Critical Literacy and Literacies

Dismantling Winning Stories: Lessons From Applying Critical Literature Pedagogy toThe Odyssey

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