Critical literacy
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I am embarrassed to say that I have not been properly aware of the activities of the Critical Literacies Project based at my own university.There is interesting material on the site (http://www.ukla.org/projects/critical_literacy.php ), including a chapter which outlines and reflects on the nature of critical literacy. The focus on Friere’s work reminded me of Susie Andretta’s information literacy work inspired by Friere’s “pedagogy of the question.” My eye was caught by the “Key tenets of critical literacy”: interesting also to debate whether these are tenets for IL. Certainly they touch chords with me, although the dominant mode of addressing IL does not emphasise this side of things so explicitly: to quote the first few tenets (and think about substituting “information literacy” for “critical literacy”)”Literacy is not a neutral technology, it is always ideologically situated. It is shaped by power and, in turns, shapes subjects and discourses (Freebody and Luke, 1990).”2. Learners are differently positioned in relation to access to dominant literacy discourses through aspects such as ‘race’, class, culture, gender, language, sexual orientation, and physical abilities (Meacham, 2003; Vicars, 2003).”3. Critical literacy practices can foster political awareness and social change (Freire & Macedo, 1987; Luke & Freebody, 1990).” (quoted from: Larson, J. and Marsh, J. (2005) “Critical Literacy.” In: Making Literacy Real: Theories and Practices for Learning and Teaching. London: Sage.As with digital literacy, there is an overlap in the concept/subject, but it is clear that they are not the same thing.Photo by Sheila Webber: Autumn, Sheffield, October 2007. (Source: Information Literacy Weblog)
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