The Importance of a Critical Literacy Framework: Though Texts May Be Banned, Students' Questions and Inquiry Are Not
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| Title: | The Importance of a Critical Literacy Framework: Though Texts May Be Banned, Students' Questions and Inquiry Are Not |
|---|---|
| Language: | English |
| Authors: | Liz M. Corson (ORCID |
| Source: | Reading Teacher. 2025 79(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Critical Literacy, Inquiry, Elementary School Students, Personality Traits, Grade 5, Maturity (Individuals) |
| DOI: | 10.1002/trtr.70009 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | Students' curiosity in the world and sense of belonging in the elementary classroom can develop as teachers learn alongside students in the context of a critical literacy framework. In an end-of-year reflection, one of my fifth-graders, Anne (all names are pseudonyms), a student of color (at times, I used the term "student of color" to protect students' identities, given the racial make-up of my predominantly white classroom), wrote, "Keep reading diverse books! This makes sure everyone feels safe. Also keep relating to the kids and letting them share stories (sometimes just listening is all someone needs)." Anne's feedback captured so much of what I had learned after eight months of teacher research on how my fifth graders experienced a critical literacy framework in a predominantly white suburban public school. Not only did my students have the maturity needed to handle critical literacy, but they were also highly engaged in the work and had a lot to teach and learn. By offering time and support to my students to question, discuss, analyze, and take action, students were given opportunities to bring their worlds into the classroom and practice using critical literacy tools to work towards understanding and applying a critical literacy framework to the world around them, in and out of the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475328 |
| Database: | ERIC |
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| Abstract: | Students' curiosity in the world and sense of belonging in the elementary classroom can develop as teachers learn alongside students in the context of a critical literacy framework. In an end-of-year reflection, one of my fifth-graders, Anne (all names are pseudonyms), a student of color (at times, I used the term "student of color" to protect students' identities, given the racial make-up of my predominantly white classroom), wrote, "Keep reading diverse books! This makes sure everyone feels safe. Also keep relating to the kids and letting them share stories (sometimes just listening is all someone needs)." Anne's feedback captured so much of what I had learned after eight months of teacher research on how my fifth graders experienced a critical literacy framework in a predominantly white suburban public school. Not only did my students have the maturity needed to handle critical literacy, but they were also highly engaged in the work and had a lot to teach and learn. By offering time and support to my students to question, discuss, analyze, and take action, students were given opportunities to bring their worlds into the classroom and practice using critical literacy tools to work towards understanding and applying a critical literacy framework to the world around them, in and out of the classroom. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70009 |
