Critical literacy: the Four Resources model & (teaching) reading

Navan Govender

Critical literacy: the Four Resources model & (teaching) reading

Education

Research output: Other contribution

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.

Original language	English
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

Access to Document

https://criticalliteracyinscotland.wordpress.com/2019/11/06/guest-post-asking-critical-questions-by-dr-navan-govender/

1 Finished
1 Active

Finding a Place for Critical Literacies in Scotland
Govender, N.
1/01/19 → …
Project: Non-funded project
Critical Literacies & the Decolonial Turn
Govender, N.
1/07/19 → 31/12/19
Project: Non-funded project

File

1 Other contribution

Can you see a social issue? (Re)Looking at everyday texts
Govender, N., 22 Oct 2019, Glasgow, Scotland
Research output: Other contribution

2 Invited talk
1 Participation in conference
1 Membership of network
1 Types of Public engagement and outreach - To be assigned

We are all semioticians (Keynote)
Navan Govender (Speaker)
2 Jul 2022
Activity: Talk or presentation types › Invited talk
Federation of European Literacy Associations (FELA)
Navan Govender (Participant)
12 May 2021
Activity: Participating in or organising an event types › Participation in conference
United Kingdom Literacy Association (UKLA) (External organisation)
Navan Govender (Advisor)
Nov 2020 → …
Activity: Membership types › Membership of network

Cite this

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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{\textquoteright}s (1999) Four Resources model outlines a framework for reading and the teaching of reading from a critical literacy perspective.",

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M3 - Other contribution

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ER -

Critical literacy: the Four Resources model & (teaching) reading

Abstract

Keywords

Access to Document

Fingerprint

Projects

Finding a Place for Critical Literacies in Scotland

Critical Literacies & the Decolonial Turn

Research output

Can you see a social issue? (Re)Looking at everyday texts

Activities

We are all semioticians (Keynote)

Federation of European Literacy Associations (FELA)

United Kingdom Literacy Association (UKLA) (External organisation)

Cite this