time

Recommendation 5
Introduction 9
Acknowledgements 12
Translator's Preface 19

Chapter 1: About Literacy 25
1.
Enter 26
2.
Rejecting Dichotomy 34
3.
Becoming a Literacy Teacher 40

Chapter 2: Understanding the Concept of Literacy 57
1.
Understanding the Concept of Critical Literacy 60
2.
Interdependence of Critical Literacy Concepts 66
3.
68 Realities of Dominance, Diversity, Accessibility, and Design Integration
4.
View ahead 76

Chapter 3: Language and Power 77
1.
Neo-Marxist Theory of Power 79
2.
Thompson's How Ideology Works 81
3.
Foucault and Power 97
4.
Discourse and Identity 103
5.
Marx and Foucault 109

Chapter 4: Reading the Text Critically 113
1.
Language Constructs Reality 114
2.
Visuals Construct Reality 119
3.
Discourses Speak to Us 121
4.
Critical Distance 129

Chapter 5: Diversity, Difference, and Discrimination 161
1.
Enter 162
2.
The Position of Diversity in the Model 166
3.
Power Without Diversity 167
4.
Valuing Identity 170
5.
Configuring Typewriters 175
6.
Removal of the typist 179
7.
Diversity Without Power Theory 184
8.
Inaccessible Diversity 193
9.
Diversity without Design/Redesign 197

Chapter 6: Accessibility, Gatekeeping, and Desire 201
1 Accessibility Position in the Interdependent Model 208
2.
Inaccessible Power 209
3.
The Power of English 214
4.
Accessibility Without Power Theory 224
5.
Accessibility without Diversity 228
6.
Accessibility Without Redesign 237

Chapter 7: Creating Critical Texts: From Writing to Design 243
1.
Writing 246
2.
Designing Writing 249
3.
Creating Multimode Text 254
4.
Fun and Games 255
5.
Conclusion 279

Chapter 8: Redesign, Social Action, and the Potential for Change 281

Chapter 9: The Future of Critical Literacy 313
1.
The Continuing Socio-Historical Demand for Critical Literacy 315
2.
Current and Future Changes in the Information and Communications Landscape: Why Critical Literacy is Necessary 317
3.
The Continuing Demand for Critical Literacy: Identity Investment 318
4.
Current and Future Theoretical Changes That Demand Changes in Practice 319
5.
Past and Future Applications of the Interdependent Model 321

References 347
Search 370

Why is critical literacy important in education?

For class, teachers select and teach a variety of texts.
But how can you teach effectively if you don't fully understand the implications of the text? Imagine you're teaching a poem to your students.
While the family sits around drinking tea, the father keeps sending his child on errands.
The poem ends with the mother finally rebuking the father, saying, "Don't you know how to stand up?"
Let's say we planned a class that would criticize the existing patriarchal family culture through this poem.
But if this poem were taught to students living in a shantytown, who have never experienced the time when a family sits around drinking tea, what would these students feel?

This situation, adapted from one of the cases in the book, reminds us why the ability to read critically is so important.
The text and images used in advertisements, posters, photographs, and newspaper articles that we encounter on a daily basis not only convey superficial content, but also convey the dominant values ​​of that society or the perceptions of the privileged class.
We take this for granted.
But Janks, the author of this book, goes one step further.
That is, regardless of the writer's intention, even in writings written to criticize such privilege, privileged consciousness is revealed.
In the above example, the poem written to criticize patriarchal culture actually alienates those who do not belong to the middle-class culture where they can drink tea with their families.
Therefore, if educators want to create active classes where everyone can participate without alienating any of their students, they must put more effort into properly understanding the materials used in class.
This book serves as a guide to just such efforts.

Critical literacy that empowers both students and teachers

The author emphasizes 'critical literacy', an approach that considers the importance of power in literacy.
‘Literacy,’ which simply means the ability to read and write, is not enough.
Critical literacy is the ability to discern how a writer uses language to convey his or her intentions, to grasp the power relations that the writer conveys even when they are not intentional, and to write while recognizing the relationship between language and power.
Modern society is becoming increasingly complex and heterogeneous, and we are overflowing with more information than ever before.
In these circumstances, critical literacy is essential to independently select, use, and produce information.
Through critical literacy, students raise and solve problems, analyze society, and become social subjects.
Critical literacy will also enable teachers to plan analytical yet creative lessons rather than uncritically accepting the given curriculum.

Moving beyond theory to practice

The book presents a model of critical literacy and provides various examples of how and ideas for applying this model to educational settings.
In particular, unlike other theoretical books, it vividly explains critical literacy, which can sometimes feel vague, by presenting several analyses of real-world cases.
It also provides a framework for analyzing the language and images used in texts, as well as questions to ask to analyze language, to assist educators who wish to implement literacy education.
The greatest strength of this book is its structure, which goes beyond theory and is designed to be helpful for practice.