In the weeds: Critical literacy conversations with Allan Luke

Pandya, Jessica Zacher

doi:10.1080/03626784.2019.1584732

Cited by 5 publications

(2 citation statements)

References 31 publications

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“…Reflective apps and digital awareness tools empower preservice teachers in mastering digital tools and critical thinking. Social media aids students in analyzing, critiquing, and reshaping digital social norms [51]. Collaborative service learning facilitates meaningful change, fostering critical digital literacy in schools and communities within a digital society.…”

Section: The Hypothesis Frameworkmentioning

confidence: 99%

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

Lo,

Wang,

Chen

2024

Sustainability

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This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers who willingly completed a questionnaire. Initially, there were 416 data samples for further statistical analysis. This study utilizes literature reviews and theoretical reflections to examine the observed variables and factors in the “Service Learning and Critical Digital Literacy Scales” (SLCDL) questionnaire. To assess these aspects, a Chinese questionnaire is used, covering “service learning”, “critical digital literacy”, and “online social capital”. Using partial least squares analysis, researchers investigate the intricate interplay of online social capital in shaping the nexus between service learning experiences and the advance of critical digital literacy competencies. These results showed that service learning increased critical digital literacy among preservice preschool teachers, and online social capital played a mediating role in this relationship between service learning and critical digital literacy. We should actively encourage preservice preschool teachers to increase their critical awareness by understanding vulnerability and experiencing reality from the perspective of community partners. In addition, we need to provide more service learning opportunities that incorporate online social capital to enhance their critical digital literacy.

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Section: The Hypothesis Frameworkmentioning

confidence: 99%

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

Lo,

Wang,

Chen

2024

Sustainability

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“…The term was also used in the plural by Campano, Ghiso, and Sánchez (2013), as they conceptualized critical literacy within “the critical practices that people already engage in by virtue of their legacies and identities” (p. 101). Although critical literacy has been broadened to include technology (i.e., critical media literacy, critical digital literacy; see Albers, Vasquez, & Harste, 2017; Burnett & Merchant, 2019; Comber, 2016; Marsh, 2017, 2018; Pandya, 2019), numerous social literacies or discourses (e.g., dominant, marginalized, feminist, localized; for more examples, see Heath, 1983), and various types of pedagogies (i.e., place based; Comber, 2016), in this article, I explicitly deal with critical literacy. I relate this term to the repertoire of practices to explore and name issues of power expressed in language in an attempt to transform that language, the texts written in it, and ultimately the society that reads those texts to be more equitable and just.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy

Paul

2021

Reading Research Quarterly

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Although prior research has examined critical literacy through qualitative case studies, no known study has been conducted on a cross‐case mixed‐methods exploration of the practices used to teach critical literacy. Furthermore, in the literature, critical literacy is typically described as a theory rather than a practice. I present the quantitative portion of a mixed‐methods exploratory sequential design study, in which I sought to operationalize and validate the construct of critical literacy as teacher practice and determine the factors of critical literacy instruction. I used findings from the qualitative study to develop an instrument that collected data regarding teachers’ instructional practices, and I used the instrument to quantitatively collect data and determine the factors of critical literacy pedagogy via confirmatory factor analysis. Results indicated a seven‐factor structure: Relevant, Reflexive, Deconstructive, Dialogic, Empowering, Transformative, and Intersectional. Model fit was excellent, indicating that the data were predominantly captured by the seven‐factor structure, thus defining critical literacy theoretically (a combination of postmodernism, poststructuralism, critical theory, culturally relevant teaching, and intersectionality) and through the pedagogical practices represented in the scale items. Understanding how the theories differ quantitatively may allow researchers to continue exploring critical theories and pedagogies quantitatively, as well as provide better theoretical understandings to other postmodern, poststructural constructs. Additionally, the resulting scale provides a quantitative tool that can be used to further current and preservice teachers’ understandings and applications of critical literacy instruction.

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Co-text and critical reading for international postgraduates in Australia

Zaini

2022

Southern African Linguistics and Applied Language Studies

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In the weeds: Critical literacy conversations with Allan Luke

Cited by 5 publications

References 31 publications

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy

Co-text and critical reading for international postgraduates in Australia

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