Rebecca Rogers, <i>Reclaiming powerful literacies: New horizons for critical discourse analysis</i>

Ferguson, Daniel; Rollins, Elizabeth

doi:10.1177/1468798419894655

Cited by 2 publications

(4 citation statements)

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“…With the exponential growth of digital media and the ease of access to vast amounts of information, it is becoming increasingly necessary for individuals to possess solid digital literacy skills (Istiara et al, 2023). However, many students lack these skills, making them unable to comprehend the information and fully make informed decisions (Ferguson & Rollins, 2020). Facilitating students with digital literacy skills through CDA can help students become more confident and improve critical acuity.…”

Section: Oktarin and Hastomo (2024)mentioning

confidence: 99%

Utilizing Critical Discourse Analysis on Developing Students' Digital Literacy Skills: An Action Research

Oktarin,

Hastomo

2024

PJEE

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In today's digital era, students need digital literacy skills to critically navigate, evaluate, and analyze a large amount of online information. Digital literacy uses digital technology to obtain, evaluate, create, and communicate information in various contexts. This research aimed to investigate the impact of CDA in improving students' digital literacy, explore the role of CDA in enhancing students' digital literacy, and identify the lecturer's strategy in using CDA for enhancing students' digital literacy. This current study used classroom action research as a research design which consisted of two cycles. The participants in this research were college students at STIE Gentiaras Lampung. The instruments of this research consisted of tests and non-test. Quantitative data was taken from students' digital literacy tests, and qualitative data were taken from observation and interviews. The findings show that CDA can improve students' digital literacy. Moreover, there were five roles of CDA in enhancing students' digital literacy: fostering critical thinking, promoting media literacy, enhancing textual analysis, encouraging social awareness, and cultivating responsible digital citizenship. The last finding is the teacher employed three strategies to improve students' digital literacy: acquainting them with the fundamental principles of CDA, selecting diverse texts for comprehensive CDA analysis, and encouraging classroom discussions. According to the findings, policymakers can consider integrating CDA into educational curricula to enhance students' digital literacy skills.

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Section: Oktarin and Hastomo (2024)mentioning

confidence: 99%

Utilizing Critical Discourse Analysis on Developing Students' Digital Literacy Skills: An Action Research

Oktarin,

Hastomo

2024

PJEE

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“…We rooted the project in our shared theoretical frameworks of multiliteracies (TRIGOS-CARRILLO et al, 2022;ROGERS;TRIGOS-CARRILLO, 2017), critical discourse studies (BARTLETT, 2012;BLOMMAERT, 2005;MARTÍN ROJO, 2010;RESENDE, 2010), and anti-racism (LOVE, 2020;MATIAS, 2019). A systemic functional approach to language (EGGINS, 2005; HALLIDAY; HASAN, 1985;MATTHIESSEN, 1999;MARTIN;ROSE, 2003) provided a fundamental background to analyze and reconstruct teacher education discourse, based on how meanings are negotiated in everyday linguistic interactions.…”

Section: Reflexively Situating Ourselves As Analystsmentioning

confidence: 99%

“…That is, those working with reconstructive approaches seek to understand the participants' sense of reality as they identify moments of transformation, learning, change and becoming. Analytically, reconstructive approaches might be closely aligned with longer-term projects, especially ethnographic varieties which aim at understanding texts in context as they emerge and transform, over time (ROGERS, 2018).…”

Section: Reconstructive Analysismentioning

confidence: 99%

“…Previous scholarship has made a case for a number of dimensions important in any reconstructive analysis: context, reflexivity, social action, and orientation toward inquiry (ROGERS, 2018). Likewise, Bartlett (2012) outlines the debate between CDA's focus on dominant discourses and Positive Discourse Analysis' (PDA) focus on liberatory discourses.…”

Section: Reconstructive Analysismentioning

confidence: 99%

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A FRAMEWORK-IN-ACTION FOR RECONSTRUCTIVE ANALYSIS IN LANGUAGE AND LITERACY TEACHER EDUCATION / Uma estrutura ativa para a análise reconstrutiva na educação de professores de linguas e literacidade

Calle-Díaz¹,

Rogers

2023

Pensarev

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This paper aims to provide a framework-in-action, informed by Systemic Functional Linguistics, to inspire reconstructive discourse analysis in language and literacy teacher education, with illustrative examples and provocative questions. We exemplify the use of the framework through the analysis of a community mapping project. We analyze the curriculum documents, as well as a sample of a racially aware educator's community mapping project, through the ideational, interpersonal, and textual metafunctions, drawing relevant semiotic interpretations on the field, tenor, and mode. Findings highlight tensions in practice and possibilities for reconstructing curricular knowledge more deeply rooted in praxis that is intentionally transformative, context-specific, historically construed, and geopolitically sensitive. We pose a series of questions that educators can bring to bear on the discourse practices of teacher education. Whether one is studying texts, curricular documents, instructional dialogues, or policies, this framework-in-action provides tools and questions that may be useful for deconstructing whiteness and reconstructing anti-racism. It also situates teacher educators as agents of policy making and implementation who are able to reconstruct discursive practices to respond to pressing social needs in the context of literacy teacher education. The idea of a framework-in-action emphasizes the partiality of epistemological and ontological foundations and the need to connect our analyses in the social world in ways that make a difference.

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Rebecca Rogers, Reclaiming powerful literacies: New horizons for critical discourse analysis

Cited by 2 publications

References 0 publications

Utilizing Critical Discourse Analysis on Developing Students' Digital Literacy Skills: An Action Research

Utilizing Critical Discourse Analysis on Developing Students' Digital Literacy Skills: An Action Research

A FRAMEWORK-IN-ACTION FOR RECONSTRUCTIVE ANALYSIS IN LANGUAGE AND LITERACY TEACHER EDUCATION / Uma estrutura ativa para a análise reconstrutiva na educação de professores de linguas e literacidade

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