Using Linked Text Sets to Promote Advocacy and Agency Through a Critical Lens

Objetivo: O trabalho apresenta uma síntese da tese de doutoramento que teve por objetivo entender como se ensinam competências em informação, mídias e tecnologias digitais de modo a favorecer a desconstrução de estereótipos de gênero.. Metodologia: Os métodos usados na abordagem empírica incluem a Revisão Sistemática de Literatura e a Análise de Conteúdo, com categorias analíticas construídas a partir do método transdisciplinar Mapa Teórico-Conceitual. Resultados: Os resultados incluem um panorama internacional de 65 práticas de ensino críticas, assim como a análise das 23 práticas de ensino de competências críticas que também trabalham com estereótipos e gênero. Conclusões: A análise dos dados permite concluir que para desconstruir estereótipos de gênero por meio do ensino de competências em informação, mídias e tecnologias digitais são necessárias atividades que considerem diversos pontos de vista, promovam autocrítica, sejam colaborativos, voltados para a desconstrução de opressões, favoreçam o empoderamento e englobem uma luta contínua por justiça social e bem viver entre pessoas e com a natureza.

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“…Para representar a categoria ponto de vista, voltamos a atenção para o trabalho sobre bibliografias multimídias de Katherine Batchelor (2019)…”

Section: Resultados: Como Desconstruir Estereótipos De Gênero?unclassified

Práticas de ensino críticas de competência em informação, mídias e tecnologias digitais e a desconstrução de estereótipos de gênero

Doyle

Olinto

2021

Inf.Inf.

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“…Furthermore, inside our workshop space, she curated a linked text set (Batchelor, 2019) centering on gossip and female friendship, which will be showcased below and is the focus of this piece. She chose to create a linked text set for two reasons: (1) she wanted to build a repository of texts that can address gossip from a multitude of voices, perspectives, and ways to enhance meaning-making of such a layered topic through choice and variety, both text types (print and non-print) and titles and authors; and (2) she had experience creating linked text sets for other coursework, such as her young adult literature course, and understood the ways to approach this curriculum work.…”

Section: " Writing Us In": De Veloping Critical Liter Acy Curriculum ...mentioning

confidence: 99%

“Spilling tea”: A critical feminist reclamation of gossip in literature and media

Batchelor,

Rushek,

Beaumont

2024

J Adolescent & Adult Lit

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In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning‐makers to view those conversations and generative dialogues discursively gendered in deficit ways (or gossip) as proactive, productive, and powerful tools of connection between and within societies and communities. We share how we centered and created through a critical feminist lens, an ELA curriculum that supports gossip as a literary tool that drives narratives in plot formation, as well as a means to enhance characters' positions, personalities, allies, and enemies within a story. Most importantly, we use gossip as an analytical tool to reframe and promote gender equity, guiding preservice teachers and adolescents in critical analysis of the innumerable ways systems and institutions of power and privilege—such as race, ethnicity, religion, and sexuality—intersect in the fight for gender equality. First, we will discuss our guiding theoretical framework of critical feminist pedagogy to examine the ELA curriculum. Next, we share how the development of a curricular unit on reframing gossip in literature unfolded organically through a monthly Saturday workshop called “Writing Us In: Developing Critical Literacy Curriculum for ELA Classrooms.” Then, we showcase how one preservice ELA teacher applied the critical feminist lenses examined within the workshop space to develop a linked text set and subsequent ELA curricular unit with the aims of her future students to critically analyze, from a feminist lens, how gossip is portrayed in society and how it is framed in literature. We end with a discussion of how our spotlight student reflects on this project and her key takeaways.

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“…The development of the critical tradition in ELA over the 20th and 21st centuries has been linked to historical processes, theoretical developments and sociopolitical contexts (for a brief history, see Luke, 2012). Many recent articles have taken up critical perspectives in the construction of text sets (Batchelor, 2019;Dyches, 2018aDyches, , 2018bLewis and Flynn, 2017;Moss, 2011;Souto-Manning, 2017;Tschida, 2015;Tschida et al, 2014). Many of these specifically draw on Adichie's (2009) notion of disrupting single stories as a way to enrich understanding of grand cultural narratives.…”

Section: Text Sets Through a Critical Lensmentioning

confidence: 99%

What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses

Reynolds¹

2022

ETPC

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Purpose Researchers and teachers have noted the power of students reading text sets or multiple texts on the same topic, and numerous articles have been published with examples of and frameworks for text set construction. This study aims to traces the theoretical assumptions of these frameworks and explores their distinct implications and tensions for understanding disciplinary literacy in English language arts (ELA). Design/methodology/approach The author draws on three frameworks, using a focal article for each: cognitive (Lupo et al., 2018), critical (Lechtenberg, 2018) and disciplinary (Levine et al., 2018), and connect those articles to other research studies in that tradition. Separately, the author describes each of the three text set frameworks’ design principles. Then, across frameworks, the author analyze the disciplinary assumptions around each framework’s centering texts, epistemological goals and trajectories. Findings The centering text, goals and trajectories of each framework reflect its underlying epistemological lens. All frameworks include a text that serves as its epistemological center and the cognitive and disciplinary frameworks, both rely on progressions of complexity (knowledge/linguistic and literary, respectively). The author traces additional alignments and tensions between the frameworks and offer suggestions for possible hybridities in reading modality and reading volume. Originality/value Many articles have been written about models of text set construction, but few have compared the assumptions behind those models. Examining these assumptions may help English teachers and curriculum designers select texts and build curriculum that leverages the strengths of each model and informs researchers’ understanding of disciplinary literacy in ELA.

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Using Linked Text Sets to Promote Advocacy and Agency Through a Critical Lens

Cited by 9 publications

References 9 publications

Práticas de ensino críticas de competência em informação, mídias e tecnologias digitais e a desconstrução de estereótipos de gênero

Práticas de ensino críticas de competência em informação, mídias e tecnologias digitais e a desconstrução de estereótipos de gênero

“Spilling tea”: A critical feminist reclamation of gossip in literature and media

What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses

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