Luke and Freebody revisited the model that they had suggested in 1991 in order to critique and reformulate. Here are the points that they highlighted.
- Teaching literacy could not be simply dependent on “scientific” methods, but moral, political, and cultural decisions should be considered.
- Experiences in literacy practices can influence learners’ (people’s ) formation of agency over cultural, semiotic resources.
- The three dimensions of literacy capabilities include: 1) “the breadth of an individual’s or community’s repertoire of literate practices; the depth and degree of control exercised by an individual or community in any given literacy activity; and the extent of hybridity, novelty, and redesign at work.”
- Four resources of model: 1) Code Breaking is recognizing and handling fundamental features of text; 2) Meaning making can be achieved through participating in reading and writing through different modes in order to create meanings; 3) Using texts encompasses understanding cultural and social functions of different texts, which affect structure, tone, degree of formality, and components: 4)By critically analyzing texts can show how power relations affect design, structure, and inclusion of particular contents.
I really enjoy “Critical literacy in reading workshop.” I appreciate the way the author (teacher/researcher) addressed critical awareness to young children by asking to think about disconnections between their lived life and life in Henry and Mudge and what they wanted to modify in the story. I was smiling when Sarah was mimicking her teachers’ questions about changes that they wanted to make. Even though the conversation went a bit awry, I thought it was really nice that Sarah was thinking about the questions from the teacher. In the meantime, I was wondering how critical literacy practices could influence these girls’ life and their literacy practices in later years. Were these girls able to take what they had thought about with their teacher in order to think about other issues that they encountered in their readings or in their life?
The girls in this article reminded me of the students in Dr. Martinez’s study: The children did code-switching butdid not realize it until Dr. Martinez asked about. I was wondering whether lingusitic awareness can also be part of critical literacy pedagogy. It seems that there are several aspects that bilingual/multilingual children could talk about their language use in terms of language ideologies in schools, society, and their communities, linguistic differences, social contexts and language use, and even power relations regarding language use.
