{"id":725,"date":"2024-04-11T22:35:56","date_gmt":"2024-04-12T05:35:56","guid":{"rendered":"https:\/\/sd41blogs.ca\/vaesenl\/?p=725"},"modified":"2024-04-13T12:26:20","modified_gmt":"2024-04-13T19:26:20","slug":"critical-literacy-in-accessing-internet-reference-resources","status":"publish","type":"post","link":"https:\/\/sd41blogs.ca\/vaesenl\/2024\/04\/11\/critical-literacy-in-accessing-internet-reference-resources\/","title":{"rendered":"Theme 3: Critical Literacy in Accessing Internet Reference Resources"},"content":{"rendered":"

\"\"(Image from Pirillo & Fitz)<\/em><\/p>\n

\u00a0\u00a0 \u00a0 <\/span>One of the main goals of the teacher-librarian is to help create information literate citizens. In Achieving Information Literacy<\/i> 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\u201d (CASL 9). In his book It\u2019s Critical! <\/i>David Booth explains that \u201ccritical 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.\u00a0It 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\u201d\u00a0(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.<\/p>\n

\u00a0 \u00a0 \u00a0First 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<\/b><\/span><\/a>).<\/span> 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 \u201cfostering literacies to empower lifelong learners\u201d (CLA 8) )as a part of the five standards of practice in a library leaning commons. In their Leading Learning<\/i> document, growth goals for critical literacy are clearly scaffolded, as seen below.\"\"<\/p>\n

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\u00a0 \u00a0 \u00a0When 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<\/b> strategies such as:<\/p>\n

    \n
  1. Providing time for reflection and nonrestricted discussion about the text. <\/span><\/li>\n
  2. 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).<\/span><\/li>\n
  3. Invite students to make connections to previous experience or knowledge on the topic.<\/span><\/li>\n
  4. Students can draw a mind map of their thoughts related to the text.<\/span><\/li>\n
  5. Students exercise practicing restating information from the text in their own words. <\/span><\/li>\n<\/ol>\n

    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.<\/p>\n

    \u00a0 \u00a0 \u00a0Secondly, the teacher-librarian can assist students through more directed <\/b>questions that deepen their level of analyzation. For example, \u201cWhen was this book written and why is that important?\u201d, \u201cWhat do you think is the author\u2019s purpose is behind writing this text?\u201d and \u201cWho is the author and what is their background?\u201d \u201cWhere are they from?\u201d \u201cWhat are their beliefs or biases?\u201d. Also, be sure to have the students think about what is not present in the text, \u201cWhat information or perspective is missing?\u201d. Lastly, ask the students to reflect on their own opinion and perspective. Ask them, \u201cDid the text confirm or change anything about your own ideas?\u201d.<\/p>\n

    \u00a0 \u00a0 \u00a0Some 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:<\/p>\n

      \n
    • The Paper Bag Princess by <\/i>Robert Munsch – challenges traditional gender roles<\/span><\/li>\n
    • The True Story of the Three Little Pigs<\/i> by Jon Scieszka – challenges perspectives <\/span><\/li>\n
    • The Sneetches<\/i> by Dr. Suess – explores discrimination <\/span><\/li>\n
    • We’re All Wonders<\/i> by R.J. Palacio – explores diversity<\/span><\/li>\n
    • The Family Book<\/i> – Todd Parr<\/span><\/li>\n<\/ul>\n

      A personal favourite of mine for teaching that there can be multiple valid perspectives and interpretations of a text is Duck! Rabbit!<\/i> by Amy Rosenthal and Tom Lichtenheld. This book is an excellent resource for showing children that even after analyzing text, one\u2019s conclusions that are drawn can be \u2018grey\u2019 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.<\/p>\n

      \u00a0 \u00a0 \u00a0Critical 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<\/i> by Dr. Suess explores environmental destruction and emphasizes the importance of environmental conservation. The Truax <\/i>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.<\/p>\n

      \u00a0 \u00a0 \u00a0Students 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<\/span>, 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.<\/p>\n

      \u00a0 \u00a0 \u00a0Other 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 \u201cAsk the Expert\u201d is a fun activity where one student is asked to \u2018assume the role of expert\u2019 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\u2019s claims. In a hilarious twist, often the students\u2019 claims in attempt to debunk the expert also need verification.<\/p>\n

      \u00a0 \u00a0 \u00a0In considering applying critical literacy skills when accessing internet reference resources, it is important to remember that information literate citizens are able to \u201canalyze information critically in all its formats and in all media contexts\u201d (Asselin 5) and the teacher-librarian has the responsibility to \u201cenable all members of the school community to become critical thinkers and effective users of information in all formats and media.\u201d (Asselin 88). Allen Luke explains in the video \u201cCritical Literacy\u201d below, that critical literacy doesn\u2019t mean \u201call should not be distrusted and nothing out there is real\u201d (Rajalingam 1:30) but that we need to be able to \u201clearn how to work through text\u2026in understanding how to get to facts, truth, reality, etc.\u201d (Rajalingam 1:40).<\/p>\n