Building Critical Reading and Critical Literacy With Picturebook Analysis

Wells, Melissa Summer; Morrison, Jennifer D.; López‐Robertson, Julia

doi:10.1002/trtr.2130

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…Critical literacy places the text within political, historical, and social context while challenging issues of equity (Cervetti et al., 2001). Selected texts can critically engage students and provide access to challenging issues (Wells et al., 2022). Discussion around this book can relate to foods that students might reject and why their families continue to force them even though they have showed disdain for them.…”

Section: Overview Of Three Lenses Frameworkmentioning

confidence: 99%

Teaching in the Cracks: Using the Three Lenses Framework to Promote Comprehension and Critical Engagement with Global Texts

Fain

2023

The Reading Teacher

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Many teachers tirelessly grapple with topics of text selection, evaluation, and comprehension—examining elements of diversity, quality, and kid appeal to empower teachers to select titles for classrooms through a critical lens—under a mandated scripted curriculum. The purpose of this column is to explore and draw upon teachers' knowledge around implementation of global texts with a focus on comprehension and “teaching within the cracks.”

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Section: Overview Of Three Lenses Frameworkmentioning

confidence: 99%

Teaching in the Cracks: Using the Three Lenses Framework to Promote Comprehension and Critical Engagement with Global Texts

Fain

2023

The Reading Teacher

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“…The field has attempted to make strides in correcting this injustice through engagement with culturally relevant, responsive and sustaining pedagogical methods, as well as CIL methods. Regarding CIL in particular, some scholars view the method as a means to democratize information and participation in society (Powell et al, 2001) while others see CIL as a means to develop political agency (Smith, 2013), but questions remain: whose democracy is being described? What type of political agency is being described?…”

mentioning

confidence: 99%

Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxis

Moreno

2023

RSR

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PurposeThe purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.Design/methodology/approachThis paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.FindingsCurrent information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.Originality/valueThere has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.

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“…Backmatter, and other peritext, included in picture books allows them to be used to teach information literacy (Cappiello & Hadjioannou, 2022); author notes allow for investigations of positionality (Kaczmarczyk & Adams, 2021) and craft. Additionally, picture books are used to teach critical reading and critical literacy skills (Wells et al, 2022). Picture books can, when investigated through critical literacy frameworks support readers' developing racial literacies (Husband, 2018).…”

Section: Picture Books As Multipurpose Teaching Toolsmentioning

confidence: 99%

“…Picture books are also accessible in schools, as reflected in a review of extant literature which found an abundance of research on using picture books through elementary school (Ciecierski et al, 2017;Cappiello & Hadjioannou, 2022;Lysaker & Sedberry, 2015;Lysaker & Tonge, 2013;Morgan et al, 2021, Wells et al 2022. It is interesting that the research on the use of picture books in schools appears to dwindle as students age.…”

Section: Racial Identity and Racial Literacy Developmentmentioning

confidence: 99%

Pages of potential: an action research study of the affordances and constraints of using picture books as tools to deepen adult senses of identity and belonging

Norsworthy

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And thank YOU. Thank you for reading this report, for holding it in your heart, and for what it may inspire you to do next, how you will act in support of using picture books, to create needed spaces of belonging in support of love. You have my gratitude, now and always. 4 Dedication PageThis report is dedicated to those who believe-That there is space in education, where all may be honored.That there is space in education, where all may belong. That there is space in education, where all may find joy.That there is space in education, where all may feel seen and loved.

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Building Critical Reading and Critical Literacy With Picturebook Analysis

Cited by 4 publications

References 9 publications

Teaching in the Cracks: Using the Three Lenses Framework to Promote Comprehension and Critical Engagement with Global Texts

Teaching in the Cracks: Using the Three Lenses Framework to Promote Comprehension and Critical Engagement with Global Texts

Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxis

Pages of potential: an action research study of the affordances and constraints of using picture books as tools to deepen adult senses of identity and belonging

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