Projects per year
Abstract
Reading, from a critical literacy perspective, requires that teachers and learners make meaning beyond the text: from decoding, to comprehension, to critical language awareness. Where decoding is related to the technical skills of reading (linking sounds to letters and words), comprehension is related to cognition (being able to interpret the meanings available in texts). Critical language awareness (Janks, 1993; Fairclough, 2014) further requires understanding texts and language use as socio-culturally situated and as having both a social function and a social impact (Vasquez, Janks & Comber, 2019; Fairclough, 2001).
But, what might that mean for practice? Luke & Freebody’s (1999) Four Resources model outlines a framework for reading and the teaching of reading from a critical literacy perspective.
But, what might that mean for practice? Luke & Freebody’s (1999) Four Resources model outlines a framework for reading and the teaching of reading from a critical literacy perspective.
Original language | English |
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Media of output | Blog |
Number of pages | 7 |
Place of Publication | Scotland, UK |
Publication status | Published - 6 Nov 2019 |
Keywords
- critical literacy
- reading
- teaching reading
- linguistic diversity
- teaching english
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Research output
- 1 Other contribution
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Can you see a social issue? (Re)Looking at everyday texts
Govender, N., 22 Oct 2019, Glasgow, ScotlandResearch output: Other contribution
Activities
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We are all semioticians (Keynote)
Navan Govender (Speaker)
2 Jul 2022Activity: Talk or presentation types › Invited talk
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Federation of European Literacy Associations (FELA)
Navan Govender (Participant)
12 May 2021Activity: Participating in or organising an event types › Participation in conference
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United Kingdom Literacy Association (UKLA) (External organisation)
Navan Govender (Advisor)
Nov 2020 → …Activity: Membership types › Membership of network