Reading #1
Identify three ideas you will use to inform your PSA of the need to teach critical media literacy in school
1.One of my ideas for my PSA comes from the comment… “Long range studies have shown increases in youths’ digital literacy habits in a relatively short period of time.” (2013 ,pg219) What I find interesting is that some studies were written in the late 90’s and in one article I read, 30 years ago. Digital literacy still seems to be looked upon as a passing fad. 86 % of teachers interviewed admit to technology in the classroom but 2/3 believe it to be supplemental and not a central part of the curriculum.
2. The other idea is very close to my teaching experience and that is the preparation of learners for life after graduation from high school. Whether it is college bound or workforce. My limited experience with college freshman is that they are not prepared in reading, writing and math. All of which are very important in the health careers field where I teach.
3. My third idea is about the IRA Standards for Reading Professionals which looks great on paper but several barriers to integration persist. Such as lack of resources, support, teachers’ attitude and beliefs and lack of professional development. I feel critical literacy goes much higher than the teacher. The policy makers need a wake-up call.
Reading #2:
Find an article that helps you understand how to implement critical pedagogy into your classroom setting. In a blog posting, summarize what you learned about enacting critical pedagogy in your own classroom and detail what like about critical pedagogy and what concern
The article I found described me exactly as I was 6 years ago when I started teaching at Pierpont C&TC in the Respiratory Care program. I had read a little and attended a conference or two but didn’t have a lick of digital literacy. Today with the conclusion of my Master’s fast approaching, I am proud to say that through these digital learning classes I have incorporated critical literacy in my curriculum. Although this article centered on elementary educators, I felt some connections to these teachers.
In summary this article synthesized all of the definitions of critical literacy into four dimensions:
1) disrupting the commonplace : study language to analyze how it shapes identity , constructs cultural discourses and supports or disrupts the status quo.
2) interrogating multiple viewpoints: reflect on multiple perspectives, paying attention and making a difference.
3) focusing on sociopolitical issues: using literacy to engage in daily life, challenging the unequal power relationships.
4) taking action and promoting social justice: engaging in praxis, using language to exercise power to enhance everyday life. Challenging students to understand other diverse cultures.
They are all interrelated as none stand alone.
What I learned about enacting critical pedagogy in my classroom was mostly employing critical thinking in my students. I wanted them to be able think about a problem and not recite the textbook answer. I started research projects where they could not spout what they read. They have to present their findings in a public venue. I am having them create their own PSAs in the form of a teaching moment to the class. What I like is that they like it. They can choose their topics and this engages them in their own education.
My concerns are that high school students are not prepared for rigors of college. They can text with the best, but can’t write a coherent sentence. Their critical thinking skills are nonexistent and rely on memorizing facts to pass classes. If critical literacy has been around for so long, why is it not a central part of curriculums?
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.
Lewison, M., Seely Flint, A., Van Sluys, K. (2002). Taking on critical literacy: the journey of newcomers and novices. Language Arts 79(5) May 2002.
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