Teachers as Moral Compasses: Exploring Critical Literacy through Digital Social Justice Book Talks

Janette M Hughes,Lorayne Robertson

doi:10.20360/g2z306

Abstract

A classroom-based study aimed to scaffold preservice teachers’ critical literacy through an exploration of trade picture books. The paper discusses preservice teachers’ shifting views of critical literacy and the place of critical literacy in the language arts classroom. It also assesses the usefulness of digital book talks for engaging preservice teachers with social justice issues. The book talks provided novice teachers with opportunities to question and challenge assumptions, evaluate their own actions and attitudes toward accepted moral standards, and to engage in positive social action. The preservice teachers’ responses to the assignment suggest a number of ways in which teachers can effectively use new media to explore social justice and equity issues with young students.

Highlights

In this initial teacher education classroom-based research, we scaffolded critical literacy skills by exploring trade picture books through a social justice lens
We examined (1) pre-service teachers‘ shifting views of critical literacy and its place in the language arts classroom: (2) digital book talks as a way of engaging pre-service teachers with social justice issues in active ways, and (3) pre-service teachers‘ views about social justice and their role as a ―moral compass‖ during classroom discussions about social justice
We focus on the digital book talks created by four of our pre-service teachers. (These are linked so that they can be viewed by readers)

Summary

Introduction

In this initial teacher education classroom-based research, we scaffolded critical literacy skills by exploring trade picture books through a social justice lens. These readings covered topics such as: privilege (McIntosh, 2008); social justice (Moller, 2002); critical literacy (Leland, Harste & Smith, 2005); and diverse family structures (Gilmore & Bell, 2006) The pre-service teachers were assigned the task of designing a lesson using a critical literacy lens and asking such questions as: What voices are heard and what voices are missing? We asked them to examine and challenge the attitudes, values and beliefs that lie beneath the surface of the text and to consider ways that this kind of critique might empower teachers and students to participate in a democratic society and move literacy beyond text to social action Following this analysis, Language and Literacy Volume 13, Issue 2, Special Issue 2011 the pre-service teachers created digital book talks that drew attention to a specific social justice issue

Objectives

Conclusion