Critical Literacy Performances in Online Literature Discussions

Autor/inn/en	Forest, Danielle E.; Kimmel, Sue C.
Titel	Critical Literacy Performances in Online Literature Discussions
Quelle	In: Journal of Education for Library and Information Science, 57 (2016) 4, S.283-294 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
Schlagwörter	Critical Literacy; Online Courses; Literature Appreciation; Computer Mediated Communication; Asynchronous Communication; Graduate Students; Childrens Literature; Qualitative Research; Content Analysis; Information Science Education; Transcripts (Written Records); Social Behavior; Behavior Standards; Interpersonal Relationship; Context Effect; Group Discussion + Suchen Sie Ihr Suchwort? Kritisches Lesen; Online course; Online-Kurs; Literarische Wertung; Computerkonferenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; 'Children''s literature'; Kinderliteratur; Qualitative Forschung; Inhaltsanalyse; Informationstechnologische Bildung; Social behaviour; Soziales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendiskussion
Abstract	In today's media-laden environment, the ability to read text from a critical literacy perspective is imperative, particularly for librarians who influence children's reading choices and behaviors. This study examines the critical literacy performances of students in an online, asynchronous, graduate-level children's literature course using a qualitative approach to content analysis. The findings indicate that students performed critical literacy in four ways: (1) they unpacked the social identities and norms evident in the books, (2) considered characters and events from multiple viewpoints, (3) interrogated issues of power, authority, and agency and (4) analyzed the historical, cultural, and sociopolitical contexts of the books. While the findings reveal critical literacy can be enacted in the context of online courses, students' critically literate thinking was sometimes limited and superficial, suggesting students' understanding of critical literacy could be deepened with additional instruction and scaffolding. (As Provided).
Anmerkungen	Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail: office@alise.org; Web site: http://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01