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Lecture

EDCR 231

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Department
Education
Course
EDCR231
Professor
Trish Brooking
Semester
Spring

Description
CRITICAL LITERACY IN A MULTILITERACIES LANDSCAPE TEXTS:  Latin word meaning tissue and texere meaning weave – weaving information.  Not just books.  Traditional – Live or paper.  New – Digital/electronic.  Shifting what counts as a “text” as we use lots of different things to communicate. FOUR RESOURCES MODEL: How can I best support students to use all 4 resources? Code breaking = How do I crack the code of the text? Meaning making = What does this text mean to me? Text user = Reading and constructing. What do I do to use this text purposefully? Text analyst = How might I be shaped through engagement with this text? Uses 5 semiotic systems =  Linguistic = oral and written language.  Visual = Still and moving images.  Gestural = Facial expressions and body language.  Audio = Music and sound effects.  Spatial = Layout and organisation of objects and space. Text analyst - Critical literacy involves supporting students to become aware that:  Texts are social constructions. This is not always clear to children.  Texts are not neutral. This makes a good homework assignment for students to find out how they aren’t.  Authors draw upon particular discourses (often majority discourses) and assume that readers will be able to draw upon them as well. An example of this is “The tiger who came to tea” – This story has discourses about women and the construction of mothers.  Authors make certain conscious and unconscious choices when constructing texts – in “the tiger who came to tea” the author may have made the choice to portray mothers this way or might have been unintentional due to the older era the story is written. Must be careful when doing analysis with children and not always portraying the author as writing certain things consciously.  All texts have gaps or silences, and particular representations within them.  Texts then have consequences for how we make sense of ourselves, others and the world.  Texts are powerful.  We must support students to critically analyse every text they read. Ads can be a good way to analyse critical literacy – do you need to have certain knowledge to understand this ad? At the end of the critical literacy less
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