What is Critical Literacy

An approach to learning that encourages students to engage with and interrogate a variety of texts in order to understand the language of power and the structures that shape their lives.

The ability to use language to interrogate the relationship between language and power; to analyse popular culture and media and to understand how power relations are socially constructed and to consider actions that can encourage social justice.

an approach to education that focuses on the ways literacy can be used for social justice. It focuses on the analysis of texts and considers the ways in which they are not neutral but are positioned and are positioning.

An approach to literacy that goes beyond decoding and encoding and focuses on the meaning embedded in texts.

An approach used to foster students’ in-depth analysis of texts by making connections to broader social issues.

Learning approach where texts are explored to understand the relationship between language and the power, as well as the sociopolitical contexts in which we live and how to question, and make changes to those very systems.

Teaching and learning practices that encourage consciousness of individual and collective experiences and that highlight the construction of experiences within specific political, social, and cultural systems.

The origin of critical literacy is traced back to Marxist critical pedagogy which strongly supported approaching and analyzing texts through a critical viewpoint to identify hidden or implicit concepts, beliefs, and practices. In its contemporary form, critical literacy is perceived as a teaching strategy, or the ability to identify in texts or media (un)conscious bias and social inequalities with an ultimate goal to peacefully fight against them.

These are practices that encourage students to explore the depth and understanding of a topic to promote critical discussions about power, gender, social class, religion, culture, and race.

The study and practice of the relationship and power of texts, and its impact and relevance to the reader/learner.

Process by which a reader analyzes a text within the political, historical, and social contexts in which it was created or is being interpreted. Involves interrogating power structures, disrupting the status quo, and considering multiple viewpoints.

Learning to read and write as part of the process of becoming conscious of one’s experience as historically constructed within specific power relations. Critical literacy moves the reader’s focus away from the “self” in critical reading to the interpretation of texts in different environmental and cultural contexts.

The use of the word “critical” emphasizes two aspects of a holistic definition of information literacy. The word “critical” has connotations of evaluating information carefully, of making a critique of it. Another meaning of the word “critical” relates to its use in discussion of societal power; in this sense an information-literate person is one who realized the social, cultural, and political implications of information. Information is not value-free.

A perspective towards texts where readers identify, question, disrupt, reimagine and reshape the different versions of the world that are portrayed, understanding that language and texts are never neutral ( Rodríguez Martínez, 2017 ).

Interpreting and composing texts so as to transform our own or others’ lives, champion social justice issues, or advocate for political or social purposes.

reading both consciously and critically. A critical reader can comprehend the text read and can judge whether the context is valid, accurate, or relevant and can state the author’s position and approach.

An examination of the relationship between language and power in texts. Consists of four dimensions: Interrogating multiple perspectives; disrupting commonly held assumptions; examining relationships involving power; and taking action and promoting social justice.

Knowledge, skills, and abilities needed to critically examine and evaluate societal issues.

The use of reading and writing to achieve political action and social equity.

Reading a text carefully and asking questions such as who does this text include and exclude, and how is power and privilege evident.

The act of taking apart a text and relating its messages back to one’s own personal life experiences. This act of actively engaging with text that can help students to become more socially aware citizens.

Critical literacy is the ability to read texts in an active, reflective manner in order to better understand power, inequality, and injustice in human relationships.

A questioning perspective that involves challenging assumptions, noticing instances of inequality or oppression, and participating in social action in the pursuit of justice and equity.

An approach to literacy that invites critical inquiry into the author’s purpose, point of view, and positioning of the reading.

Analytical thinking habits used to discover deeper meaning in social phenomenon.

Critically analyze and evaluate the meaning of texts as they relate to topics on equity, power and social justice.

The ability to access, use and evaluate information. It is also known as critical thinking.

An emancipatory endeavor centered on interrogating issues of power, representation, and marginalization. Who is acknowledged and who is silenced in a text becomes crucial, along with the understanding that no text is neutral.

Refers to the use of technologies of print and nonprint media as forms of human communication that need analyzing for purposes of critiquing and transforming normative structures, ruling systems, and everyday practices that govern how people live and interpret their lives and the lives of others ( Luke, 2012 ).

In Bloom’s taxonomy, higher order thinking that demonstrates an analytical and evaluative approach to problem solving that goes beyond learning exercises.

A learning approach where students examine varied texts to understand the relationship between the language and power or domination in society by critically analyzing and evaluating the meaning of texts as they relate to issues of equity, power, and social justice ( Freire & Macedo, 1987 ).

A framework or lens for reading and analyzing texts that grew out of the theory of Freire (1970) and often focuses on the examination of texts through multiple perspectives and issues of power and social justice.

As critical literacy proponents, we argue for a broad systematic and curricular approach which includes innovative and strategic approaches to teaching and learning that focuses on using literacy for social justice in marginalized and disenfranchised communities. More specifically, critical literacy is not a neutral approach but more so a political one that refers to the ability to read texts (not limited to print) and interpret them in ways that allow for analysis, critique, and transformation of norms, rule systems, and practices which govern social life ( Luke, 2004 ). It is an active and reflective approach to reading and writing with the goal of understanding power, inequality, and oppression through investigating and questioning using a multiple perspective lens. Critical Literacy forms the bedrock of the Critical Literacies Advancement Model, the theoretical framework used in this chapter.

Is the act of digging deep to identify truths within a text that may be hidden by layers of context. It is also a way to examine texts to identify aspects that are expressed as truths, but upon further inspection are often the way society has accepted instead of challenging the status quo and deciding if the “thing” is good for society or not.

The act of taking apart a text and relating its messages back to one’s own personal life experiences. This act of actively engaging with text that can help students to become more socially aware citizens.

Critical literacy is defined as a literacy practice that explore race and gender and challenges the dominant ideology inherent in text---the tenets of disrupting a common situation or understanding; and examining multiple viewpoints.

“Learning to read and write as part of the process of becoming conscious of one's experience as historically constructed within specific power relations” (Anderson & Irvine, 1990 AU35: The in-text citation "Anderson & Irvine, 1990" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 82).

Analyzing concepts within text for power relationships that might otherwise go unnoticed, to create a self-awareness.

The act of evaluating power, equity, injustice, and other sociopolitical systems while engaging with texts and other materials.

A framework for literacy instruction within which teachers model and guide students in considering multiple perspectives of a text in order to determine which messages privilege certain groups. Critical literacy involves the ability to “read the world” through a critical perspective, considering potential sources of political or other influence.

“ More advanced cognitive skills, which together with social skills, can be applied to critically analyze information, and to use this information to exert greater control over life events and situations” ( Nutbeam, 2000 ).