Walking in Their Shoes: Using Multiple-Perspectives Texts as a Bridge to Critical Literacy

Autor/inn/en	Clarke, Lane W.; Whitney, Erin
Titel	Walking in Their Shoes: Using Multiple-Perspectives Texts as a Bridge to Critical Literacy
Quelle	In: Reading Teacher, 62 (2009) 6, S.530-534 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.62.6.7
Schlagwörter	Early Childhood Education; Social Action; Critical Thinking; Critical Reading; Models; Elementary Education; Middle Schools; Teaching Methods; Elementary School Teachers; Middle School Teachers; Reading Instruction; Literacy; Literary Devices; Literary Criticism + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziales Handeln; Kritisches Denken; Kritisches Lesen; Analogiemodell; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle schools; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Literaturarbeit; Literaturkritik
Abstract	Many teachers want to incorporate critical literacy into their instruction but are unsure of where to start. In this article, the authors pair Jones's (2006) three tenets of critical literacy (deconstruction, reconstruction, and social action) with books that highlight multiple perspectives. By combining this critical literacy framework with multiple-perspectives texts, the authors share with readers some practical strategies at each stage that can be used in any elementary- or middle-level classrooms. These suggestions provide an entry point for teachers who want to engage in critical literacy in their own teaching. (Contains 1 table.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10