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Session Overview
Brief overview of research project
Theory or taste?
Our growing understanding of critical literacy How can critical
literacy help in Media Studies?
A unit plan
Activity
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Who ? 2007
University of Otago project.
Four primary schools & one high school
Twelve teachers
Advisors- Principals
Mixed year level
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TLRI Research Design
Research team working days
Initial & concluding interviews
Videotaping lessons
Data gathered on student
comprehension pre & post research
Student focus group stimulated recall
interviews
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Rally Table
What is critical literacy?
How does the term relate to media
studies?
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Theoryor
taste?
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We believe that critical literacy for
classroom practice involves supporting
students to become aware that:
texts are social constructions;
texts are not neutral;
authors draw upon particular
discourses (often majority discourses)
and assume that readers will be able
to draw upon them as well;
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- authors make certain conscious and
unconscious choices when constructingtexts;
- which means that all texts have gaps,
or silences, and particularrepresentations within them;
- and, that texts have consequences for
how we make sense of ourselves, others
and the world.
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Texts
Written
Verbal
Digital (multi-media)
Visual
A text is a vehicle through which individualscommunicate with
one another, using the codes andconventions of society (p. 3).
Robinson, E, & Robinson, S. (2003). What does it mean?
Discourse, Text,Culture: An Introduction. Sydney: McGraw-Hill Book
Company.
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Underpinning assumptions
The meanings of words and textscannot be separated from the
cultural
and social practices in which and bywhich they are
constructed
Knowledge is socially constructed
Language is not neutral or value free Language is bound up with
power
A emphasis on social change
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SO WHAT?
The achievement standard asks
students to Analyse the representation
of an identified group/culture withinmedia texts.
They also need to Analyse
messages/values within media texts.
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Key aspects
Direct teaching of meta-language
(discourse, representations, values etc)
Questioning
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Text selection
Curriculum integration
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Media Studies & Critical
Literacy How can we use the theory of critical
literacy in Media Studies?
AS 90278 Demonstrate understandingof messages and/or values,
and
representations within media texts
Unit plan: Students living in Dunedinaged between 18-25.
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Unit plan
Representations of Otago University
students living aged between 18-24.
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In order to analyse, students need to, go beyond identifying
and explaining by carrying the study to wider implications,
issues and/or ramifications.
Messages are, lessons, morals or important ideas that a
textcommunicates.
Values are preferences or tastes or standards or ethics.
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Now,try
this..
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And this!
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Take home messages
Give it a try!
Need time and space to engage with
theory and practice- find a buddy ifpossible
Experiment with texts!
No one right way
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Summary
There is no ultimate paradigm, no finalorthodoxy - of critical
literacy waiting to beuncovered there is always somewhere
betterleft to go. Ideas of critical literacy are at bestprovisional
(p. 4).
Lankshear, C. (1994). Critical Literacy. Belconnen, A.C.T:
Australian Curriculum Studies Association.
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Summary
What is your understanding of critical
literacy now?
Any questions?
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For more information
http://www.criticalliteracy.org.nz
[email protected]
[email protected]
http://www.criticalliteracy.org.nz/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.criticalliteracy.org.nz/http://www.criticalliteracy.org.nz/http://www.criticalliteracy.org.nz/http://www.criticalliteracy.org.nz/
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