Theme 3: Critical Literacy in Accessing Internet Reference Resources
(Image from Pirillo & Fitz)
One of the main goals of the teacher-librarian is to help create information literate citizens. In Achieving Information Literacy the Canadian Association for School Libraries defines information literacy as “the ability to find and use information with critical discrimination in order to build knowledge” (CASL 9). In his book It’s Critical! David Booth explains that “critical literacy asks us to examine how particular texts work, the choices the author made, the intent of the publisher, the point of view expressed, the omissions, and the biases. It calls for agency: readers are to recognize how the text is affecting or controlling them; contribute to change and to social justice; confront inequities; and see alternative viewpoints to those presented by the author” (Booth 24). This blog entry will outline how to introduce critical literacy in the library learning commons for elementary grades and also how to apply these skills when accessing internet reference resources.
First it is important to understand defined goals for critical literacy development. The BC Curriculum presents critical literacy as one of the main core competencies to be cultivated in our students (link here). According to the curriculum, critical literacy goals include developing the ability to analyze, critique, question, investigate, reflect and assess in order to examine options, draw conclusions and refine thinking. Cultivating this fosters the ability to address issues, solve problems and design and develop new output. The Canadian Library Association includes “fostering literacies to empower lifelong learners” (CLA 8) )as a part of the five standards of practice in a library leaning commons. In their Leading Learning document, growth goals for critical literacy are clearly scaffolded, as seen below.
(CLA 18)
When introducing critical literacy in a library learning commons, there are many different ways to begin. What is important to keep in mind is facilitating the development of skills to analyze text, understand multiple perspectives, and question the information presented to them. For elementary school students, using carefully chosen picturebooks is an excellent way to engage and encourage students in critical thinking. The teacher-librarian can introduce a new theme or concept through a read-aloud storybook that may challenge the personal perspectives of the students. Following the read-aloud, the librarian could facilitate the development of critical literacy skills with open-ended strategies such as:
- Providing time for reflection and nonrestricted discussion about the text.
- Encourage further thinking by asking open-ended questions (closed questions have a right or wrong answers, ask open ended questions that express thoughts, feelings, opinions and insights).
- Invite students to make connections to previous experience or knowledge on the topic.
- Students can draw a mind map of their thoughts related to the text.
- Students exercise practicing restating information from the text in their own words.
Remember to expect every child to contribute in open-ended discussion (students can even turn to each other to share) and ensure and encourage a safe atmosphere where no judgment is expressed towards anyone sharing their thoughts and perspectives.
Secondly, the teacher-librarian can assist students through more directed questions that deepen their level of analyzation. For example, “When was this book written and why is that important?”, “What do you think is the author’s purpose is behind writing this text?” and “Who is the author and what is their background?” “Where are they from?” “What are their beliefs or biases?”. Also, be sure to have the students think about what is not present in the text, “What information or perspective is missing?”. Lastly, ask the students to reflect on their own opinion and perspective. Ask them, “Did the text confirm or change anything about your own ideas?”.
Some good examples of storybooks that enhance critical literacy are texts that challenge long held conventional ideas such as LGBTQ outlooks, indigenous perspectives and themes of prejudice and inclusivity. Storybooks that challenge social norms, approach environmental issues or celebrate heroes who have made signifiant change are also good choices. Look for titles that include diversity in both the text and illustrations and are formed from different perspectives than what is commonly understood (fractured fairy tales are great for this). Some suggestions for these kinds of storybook texts are:
- The Paper Bag Princess by Robert Munsch – challenges traditional gender roles
- The True Story of the Three Little Pigs by Jon Scieszka – challenges perspectives
- The Sneetches by Dr. Suess – explores discrimination
- We’re All Wonders by R.J. Palacio – explores diversity
- The Family Book – Todd Parr
A personal favourite of mine for teaching that there can be multiple valid perspectives and interpretations of a text is Duck! Rabbit! by Amy Rosenthal and Tom Lichtenheld. This book is an excellent resource for showing children that even after analyzing text, one’s conclusions that are drawn can be ‘grey’ or inconclusive. The reader can be left feeling 50/50 about their findings and should know that developing critical thought processes are sometimes more important that defined outcomes.
Critical literacy is not meant to be texts read in isolation, but to develop an understanding of the cultural, ideological and sociolinguistic contexts in which they are created AND read. The reader has to consider not only the background of the author but also their own background. A good introduction to this for students in the library learning commons is for the librarian to present two different texts that represent the same topic and invite a conversation to compare the two texts. For example, The Lorax by Dr. Suess explores environmental destruction and emphasizes the importance of environmental conservation. The Truax by Terri Mack presents a different perspective and tells the story of the Truax, who represent responsible logging practices, sustainable forestry and highlights the importance of balancing environmental concerns with economic needs. An activity for students could be to explain how both texts present perhaps a biased perspective (as each strongly holds to one perspective) and highlight to the students that looking at multiple sources for information can hone more well-rounded ideas.
Students could also be challenged to take a look at their own community (or their own selves) and the context in which these texts are being read, recognizing that we come in with our own bias. For example, I grew up in a small logging town on Vancouver island where my dad served as a head filer training numerous young men the skills needed to enter the workforce and provide well for their families without the necessity of a higher education. He was heavily involved in the lumber indicatory. (My dad also spent a large time advocating for reforestation.) If these books were read in the community I grew up in, the perspective may be different than if read in some of the more artistic gulf island communities who were actively protesting logging and the pollution of lumber and pulp mills at the time. Recognizing our own culture and bias is important to impart to our students as well.
Other activities that encourage critical literacy are hosting debate clubs to develop critical thinking skills, or providing Makerspace events that develop both creative and critical thinking skills where students solve problems, debunk false solutions and design new conclusions and outputs. An engaging upper-intermediate game called “Ask the Expert” is a fun activity where one student is asked to ‘assume the role of expert’ on a random subject area drawn from a hat. With no pre-preparation the student tries to maintain reasonable answers to questions when grilled by the class as they try to distinguish and explain why this person is not an expert on this topic. Students love this hilarious game and the class can be provided with an iPad to debunk (or confirm) the expert’s claims. In a hilarious twist, often the students’ claims in attempt to debunk the expert also need verification.
In considering applying critical literacy skills when accessing internet reference resources, it is important to remember that information literate citizens are able to “analyze information critically in all its formats and in all media contexts” (Asselin 5) and the teacher-librarian has the responsibility to “enable all members of the school community to become critical thinkers and effective users of information in all formats and media.” (Asselin 88). Allen Luke explains in the video “Critical Literacy” below, that critical literacy doesn’t mean “all should not be distrusted and nothing out there is real” (Rajalingam 1:30) but that we need to be able to “learn how to work through text…in understanding how to get to facts, truth, reality, etc.” (Rajalingam 1:40).
When it comes to applying these skills to accessing internet reference resources, I think it is appropriate to teach (especially intermediate students) the skills of evaluating their reference. Although internet resources provided by the school have already been carefully vetted by evaluation standards, students can still be encouraged to find this information and use a fillable checklist to evaluate sources for credibility. This can include looking up information about the publisher, currency, scope, reading reputable reviews, looking for indications of bias, etc. Once practiced on reputable sites, the students can search their own site on a topic area and then be encouraged to use the same fillable checklist to evaluate and ensure the validity of the new internet source (including cross-referencing with a trusted source). Some good tools for Intermediate grades to use to evaluate the reliability and credibility of internet references is the CRAAP analysis and/or the SIFT model.
The CRAAP analysis involves completing a chart to reveal the currency, relevance, authority, accuracy and purpose of a resource, so that students can be confident in the quality of information.
A practical example using the internet resource “Mission Biomes” is below:
The CRAAP analysis is a comprehensive approach and quite detailed. This would be best scaffolded section by section over a few lessons. The SIFT model is another method to discern the reliability internet resources more rapidly. With its quick online searches, wikipedia tricks and use of Snopes, it is a reasonably easy way to verify a resource with other sources of information, reviews and reliable affiliate sites. Students can take a very fun starter course here.
A practical example using the internet resource “Mission Biomes” is below:
These are not the only ways to analyze internet reference resources and the teacher-librarian may want to begin by working together as a whole group and start slowly by discussing basic observations such as, Is the spelling accurate on most of the site? What is date of the site, or date of recent update (is the info. current)? Who is behind the website (do a quick wiki search about them)? Does the information you’re reading correlate with what you already understand about the topic?. Working together with questioning techniques and expected participation from all learners is a great way to get the critical thinking juices flowing. Always remember to be open and ask the students what else they are thinking about as the process unfolds. this could lead to other avenues of discussion and discovery.
In closing, it cannot be underestimated the vital role that the teacher-librarian plays in the library learning commons to foster critical literacy. School librarians should nurture student’s ability to “access, comprehend, use, and evaluate information” (Riedling and Houston 14). This “ensures that students are taught the information literacy skills they will need as Canada’s future adult citizens” (Asselin 5).
Works Cited
Asselin, M., Branch, J.,and Oberg, D. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, 2006.
Booth, D. It’s Critical!: Classroom Strategies for Promoting Critical and Creative Comprehension. Pembroke Publishers, 2008.
Canadian Library Association. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. CLA, 2014 pp. 1-37.
Pirillo, C & Fitz. Flickr.com. Uploaded May 16, 2007. https://www.flickr.com/photos/lockergnome/500471584. Accessed 10 April 2024.
Rajalingam, J. “Allen Luke – Critical Literacy.” YouTube, 31 Mar 2015, https://www.
youtube.com/watch?v=UnWdARykdcw.
Riedling, A. M., & Houston, C. Reference Skills for the School Librarian:Tools and Tips. 4th ed., Libraries Unlimited, 2019.
Kampen, K. “Evaluating Resources and Misinformation.” 7 Sept. 2023, UChicago Library. https://guides.lib.uchicago.edu/c.php?g=1241077&p=9082343. Accessed 10 April 2024.