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
Between Criticality & Colonialism: Unsettling Perspectives on Language & Literacy Education in Scotland
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

1 Participation in conference
1 Membership of network
1 Types of Public engagement and outreach - To be assigned
1 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
Exploring Critical Literacies
Navan Govender (Speaker)
19 Aug 2020
Activity: Talk or presentation types › Invited talk

Cite this

@misc{da09945d11a043c6b8193dff8ffd194f,

title = "Critical literacy: the Four Resources model & (teaching) reading",

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.",

keywords = "critical literacy, reading, teaching reading, linguistic diversity, teaching english",

author = "Navan Govender",

year = "2019",

month = nov,

day = "6",

language = "English",

type = "Other",

}

TY - GEN

T1 - Critical literacy

T2 - the Four Resources model & (teaching) reading

AU - Govender, Navan

PY - 2019/11/6

Y1 - 2019/11/6

N2 - 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.

AB - 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.

KW - critical literacy

KW - reading

KW - teaching reading

KW - linguistic diversity

KW - teaching english

M3 - Other contribution

CY - Scotland, UK

ER -

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

Abstract

Keywords

Access to Document

Fingerprint

Projects

Finding a Place for Critical Literacies in Scotland

Between Criticality & Colonialism: Unsettling Perspectives on Language & Literacy Education in Scotland

Research output

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

Activities

Federation of European Literacy Associations (FELA)

United Kingdom Literacy Association (UKLA) (External organisation)

Exploring Critical Literacies

Cite this