APerkins

CRITICAL LITERACY

Below is the link to my project (a video), which ended up being extremely large, is posted on the 535 course wall https://www.2sc.usc.edu/course/view.php?id=2632


 * References**

Alvermann, D. E. (2001). //Effective Literacy Instruction for Adolescents.// Executive Summary and Paper Commissioned by the National Reading Conference. Chicago, IL: National Reading Conference.

Beers, K, Probst, R, & Rief, L. (2007). //Adolescent literacy: turning promise into practice//. Portsmouth, NH: Heinemann.

Lankshear, C., & McLaren, P. (1993). Introduction. In C. Lankshear & P. McLaren (Eds.), // Critical literacy: // // politics, praxis and the postmodern //(pp. ix-57). Albany, NY: State University of New York Press.

Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: the journey of newcomers and novices. // Language Arts //, // 79 //(5), 382-392.

Ormrod, J. E. (2011). //Educational psychology: Developing learners// (7th ed.). Boston, MA: Allyn & Bacon.

Smagorinsky, P. (2008). //Teaching English by design: How to create and carry out// //instructional units.// Portsmouth, NH: Heinemann.

Stevens, L. P., & Bean, T. W. (2007). // Critical literacy: context, research and practice in // // the k-12 classroom //. Thousand Oaks, CA: Sage Publications, Inc.

Street, B. (1984). // Literacy in theory and practice //. Cambridge, England: Cambridge University Press.

Vacca, R, Vacca, J, & Mraz, M. (2011). //Content area reading: literacy and learning across the// //curriculum//. Boston, MA: Pearson Education, Inc.

(approximately 5-10 key articles, research studies, or literature reviews in APA formatted reference list) || Research to support stance is synthesized as evidence for stance, and not merely reported; research represents the literature on focal issue || Research to support stance is mostly reported and summarized, and used as evidence for stance in a cursory way; may not be representative of literature on focal issue || Research is not adequate to support stance and/or is used to summarize readings, not as evidence/ support for stance ||  ||   ||
 * || 10 || 5 || 1 || Your Comments || Score ||
 * Stance on focal issue ||  || Stance reflects pedagogical approach for equity and access in ELA for all learners to construct content knowledge || Stance is unclear or reflects more traditional pedagogical approaches that maintain the status quo rather than promote construction of learning for all learners ||   ||   ||
 * Focal Issue ||  || Focal issue is summarized (with supporting citations) to explain its history in U.S. schooling & its importance to student academic success || Focal issue is touched upon (with some citations) – its history in U.S. schooling may be tangentially explained and/or its importance to student success may be cursorily explained or misunderstood ||   ||   ||
 * Research
 * Pedagogical Approach || Pedagogical approach in the classroom is discussed within the stance and support for stance reflecting engagement of students in meaningful learning || Pedagogical approach in the classroom is somewhat clear but may not support the stance, or may not reflect engagement of students in meaningful learning || Pedagogical approach in the classroom is tangential and unclear as to how it supports stance, and unclear as to how it supports engagement of students in meaningful learning ||  ||   ||