Critical Literacy Research Articles

Gender Dimension of Comparison in Between Anastasia, Pinocchio, and Tiana Characters in Cartoons

Gender dimension of Comparison in between Anastasia, Pinocchio, and Tiana characters in cartoons researches different dimension of multinational appropriation of Disney pedagogical instruments, in the classrooms. Contemporary Disney studies involve the importance of the socialisation of the Youth, emphasising the sociological perspective on the Youth delinquency complexity plethora, as a crucial in the Walt Disney imaginary: “Disney in the classroom, as critical literacy founds that popular texts should require active engagement” in the classroom (Sandlin, Garlin, 2016:17). Investigation on Gender dimension of comparison in between the Anastasia, Pinocchio, and Tiana characters in cartoons, involved the analyses of theme songs in cartoons, was conducted in group of BA students, of Sociology of Gender I, at Faculty of Political Sciences Sarajevo. Contemporary theory of education, globally, demands use of Disney Cartoons, and films, in Sociology classes.

Posture of human readers toward AI-authored text: Critical literacy in the AI ​era

Posture of human readers toward AI-authored text: Critical literacy in the AI ​era

Leveraging critical literacy on social media interaction in acculturation

AbstractAcculturation is the process of psychological and behavioral change that individuals go through during and after intercultural contacts. Social media have become a major space for cross‐cultural encounters, and are important venues of socialization for marginalized populations. Intercultural encounters on social media may benefit or detriment the acculturation process, and how marginalized populations make sense of their social media experience is pivotal in this respect. Nonetheless, there is a scarcity of research that examines non‐dominant ethnic groups' meaning‐making of and digital literacy practices on social media and how these practices relate to acculturation. To fill this research gap, this study collected data through semi‐structured interviews with 44 non‐dominant ethnic adolescents in Hong Kong. Through the theoretical lens of critical literacy, this study revealed various facets of literacy practices in which these underrepresented adolescents engaged and found that these practices, and the lack thereof, moderated their acculturation process on and beyond social media platforms. The findings suggest that critical digital literacy on social media interaction is critical to non‐dominant ethnic groups' acculturation process.

Status of Food Literacy and Association with the Nutrition Quotient among Korean Adults

Food literacy (FL) refers to the ability to understand and utilize food information. This concept consists of functional (FFL), interactive (IFL), and critical food literacy (CFL). In today’s massive information-driven society, FL needs must be paid attention to as a determinant of health along with health literacy. This study sought to identify the FL of Korean adults, and to analyze the association between FL and nutritional status. Data was collected through an online self-reported survey among 1,355 Korean adults aged 19 to 64 years, stratified by gender and age. An <i>χ</i><sup>2</sup>-test, student’s t-test, ANOVA, analysis of covariance (ANCOVA), and multinomial logistic regression were performed using IBM SPSS 25.0. There were significant differences in the subjects’ FFL, IFL, and CFL according to their gender, age, residence area, work type, and monthly income. Furthermore, it was confirmed that subjects with a higher nutrition quotient (NQ) grade also had higher FLs. Additionally, FFL and CFL contributed to improving the NQ grade. This study is meaningful in that it investigated the FL of Korean adults and provided data to identify populations that are particularly vulnerable to a lack of FL. In addition, it was confirmed that FL can have a positive effect on the nutritional status of adults. In conclusion, this study suggests the possibility of using FL as an intervention strategy to improve nutrition.

‘So… like I’m responsible for ending war?’: centering anti-war activism in our teaching of war

ABSTRACT Primary Objective This study examines student reaction to a unit of instruction teaching war through a more critical lens focusing on anti-war movements and how student sense of civic agency was impacted. Research Design A design study that centered student voice on activism and experiences of a unit of instruction of the USA at war. Design study was used to surface student experience, understanding and perspective. Outcomes and Results Students gained greater awareness of the USA at war and the history of the anti-war movement. Students gained a more robust understanding of civic agency and how to engage in acts of change. Many students indicated they were unlikely to participate in activism because of the overwhelming complexity of the problem of war. Conclusions This research speaks to the problem of educating students about critical civic agency and literacy as well as developing engaged and activist youth and adults. It provides guidance and commentary on how to organize and arrange curriculum to complicate topics typically taught in traditional curriculum to teach skills of activism and societal change. This article reconsiders how we can examine content in a more critical and authentic way.

Enacting Critical Visual Literacy in Norwegian Secondary School EFL Classrooms: Opportunities and Challenges

Enacting Critical Visual Literacy in Norwegian Secondary School EFL Classrooms: Opportunities and Challenges

Violence against women: a pedagogical proposal for promoting Critical Statistical Literacy

The text is part of a research that aimed to study a pedagogical proposal developed and carried out with high school students from the theoretical perspective of Critical Statistical Literacy. Evidence was sought of the contributions that this theory could bring to the teaching and learning of statistics. The methodological technique used was participant observation, which developed from news published on social media about violence against women. Data collection was carried out using three instruments: video recording of the class; teacher's logbook; and videos created as a final task by students. The analysis indicates that the theoretical perspective adopted and the use of real data in statistics classes contribute to the development of criticality on social issues and statistical literacy. Thus, it became possible to offer conditions for implementing what is partially proposed in the curricular documents guiding Brazilian education.

A Review of “Next level grammar for a digital age: Teaching with social media and online tools for rhetorical understanding and critical creation”

Next level grammar for a digital age by Darren Crovitz, Michelle D. Devereaux, and Clarice M. Morgan has made a valuable contribution to English Language Arts (ELA) education by delineating how grammar instruction can be situated within real-life contexts using digital technologies and media, as well as emphasizing the importance of critical digital literacy in ELA education. The book provides educators with a wide range of approaches to guide students in utilizing language in digital spaces and understanding rhetorical grammar to create digital content, aiming to raise learners to become more conscious digital readers and writers and to grow up to be engaged citizens. With its concrete and practical lesson ideas, the book helps language teachers to prepare for teaching complex and challenging topics that emerge in digital realms and to guide students to incrementally develop their literacy skills. Individuals in language education will find valuable insights for engaging discussions on how language teaching can be updated to meet requirements of an increasingly digital media landscape.

Does ChatGPT Argue Like Students? Bundles in Argumentative Essays

Abstract The advent of ChatGPT, a novel AI-powered language model able to create grammatically accurate and coherent texts, has generated considerable concern among educationalists anxious about its potential to enable cheating among students and to undermine the development of critical thinking, problem-solving, and literacy skills. The similarities and differences between ChatGPT texts and human writing, however, remain underexplored. This study aims to bridge this gap by comparing the use of 3-word bundles in A-level argumentative essays written by British students with those generated by ChatGPT. Our findings show that ChatGPT essays contain a lower frequency of bundles but these have a higher type/token ratio, suggesting that its bundles are more rigid and formulaic. We also found noun and preposition-based bundles are more prevalent in ChatGPT texts, employed for abstract descriptions and to provide transitional and structuring cues. Student essays are characterized by more epistemic stances and authorial presence, crucial in persuasive argumentation. We attribute these distinct patterns in ChatGPT’s output to its processing of vast training data and underlying statistical algorithms. The study points to pedagogical implications for incorporating ChatGPT in writing instruction.

Literacy, hegemonic mediation, and “spiritual” liberation in colonial Jamaica

ABSTRACT This essay discusses the presence and performance of Arabic literacy, its use, and emancipatory dimension among Muslim slaves on colonial plantations in Jamaica as well as the complex and ambivalent position of the Irish abolitionist R.R. Madden in the translation, interpretation, and dissemination of some of their writings. Overall, Madden’s texts suggest a sense of agency granted to his literate Muslim interlocutors from West Africa due to his commitment to abolition. However, a careful analysis of his responses suggests that colonial subjects remain “untranslatable” to the Western mind without the active intervention of Madden, a process that echoes his collaborative translation of Manzano’s poetry in Cuba. As a translator, a proponent of the value of literacy for emancipation, Madden not only occupies a contentious mediatory site but also embraces a conflicted sense and advocacy of emancipation which he later connects to Christian spiritual liberation when faced with “critical literacy.”

New way to shaping India's academic environment: An assessment of the mechanism of integration of education 4.0 to industry‐centric learning

AbstractThe world around us is evolving due to Industrial Revolution 4.0. This revolution is driving the present‐day education, that is, Education 3.0–creative education towards Education 4.0, that is, industry‐centric education. The present academic environment in India is in the process of developing an educational ecosystem, which will incorporate equal access to education for all stakeholders and promote critical thinking, digital literacy, global awareness and scientific reasoning to name a few. Accordingly, it has become prudent to develop and validate a mechanism for assessing the various steps being taken to realign students to Education 4.0. This study involved 300 undergraduate, postgraduate, and PhD students from eight different schools across diverse program and course outcomes, who were asked to respond to a questionnaire on their own accord. The Pearson product‐moment correlation test was used to statistically analyse the obtained responses. The test results showed that the questions were logical and valid, with a significance level of 0.0115. Furthermore, the reliability of the mechanism was also assessed using Cronbach's α score. This study indicated that three aspects—learning preferences, contribution of learning to knowledge, skills, and personal development, and time spent on learning and nonacademic activities—exhibited high reliability However, two aspects—the emphasis on mental functions and reading and writing—indicated to be of moderate reliability. Thus, it could be said that the questionnaire developed in this study was both reliable and valid for assessing the mechanism being undertaken to realign students to Education 4.0.

Research on the development and application of an inquiry community- based critical literacy education program

Research on the development and application of an inquiry community- based critical literacy education program

English-medium teachers as policymakers through critical translingual literacy instruction

AbstractMany classrooms include students who use multiple languages other than the school-sanctioned or teacher’s language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates the teachers’ language ideologies viewed students’ L1 use as a source of pride/identity and as a way to promote equity and social justice. These ideologies supported critical translingual literacy instruction through classroom actions (incorporating new texts, initiating family engagement, and positioning students as experts). Implications illustrate the need for literacy teacher education to focus on language ideologies, using literacy instruction as a powerful vehicle to effect language policy. Thus, focusing on critical translingual literacy instruction can support English-medium teachers to act as both literacy and language policymakers.

Exploring critical health literacy in health education: A social justice approach

Objective: To explore the perspectives and practices of high school health education teachers implementing health literacy with a focus on the social determinants of health within the context of a concern for social justice. Design: Qualitative content analysis was used to assess high school teachers’ accounts of the practices used to teach health education in line with their professional preparation, the Texas Essential Knowledge and Skills (TEKS) standards, the textbook(s) used and the district’s health education curriculum. Setting: A large urban independent school district in southern Texas, USA. Method: Six high school health education teachers’ interviews were analysed using the social ecological framework and a social justice framework to identify themes that aligned with the teaching practices used to facilitate critical health literacy. Results: Although teachers were unfamiliar with the term Social Determinants of Health, they were able to speak to the challenges that their students faced in everyday life. The need for support and the remedying of knowledge deficits were two important themes. Conclusion: Health education teachers often lack the preparation to teach about the social determinants of health in a manner that resonates with students’ backgrounds. The current TEKS standards provide insufficient guidance, emphasising kinesiology, diet and movement over a focus on critical health literacy and the social determinants of health, resulting in a limited and inadequate curriculum for high school students.

The Influence of Gadgets on EFL Student’s Desire to Learn: Transcending the Digital Realm

The widespread availability of mobile devices and the increasing integration of technology into language education have led to significant changes in the learning landscape. This study examines the impact of gadgets on students' desire to learn and identifies both positive and negative influences, thus providing access to a vast amount of information, facilitating interactive learning experiences, and enhancing motivation through gamification and personalization. Excessive gadget use can lead to distraction, hinder focus, and foster dependence on technology, potentially undermining students' intrinsic motivation and engagement. This systematic literature review aimed to explore the students’ use of gadgets in language education, including their benefits, drawbacks, and effective implementation strategies. As a result, the findings showed that gadgets had a positive influence on students' desire to learn by increasing their engagement and fostering a positive attitude towards their learning. Therefore, educators should adopt a balanced approach that incorporates technology thoughtfully into the learning process. This includes establishing clear guidelines for gadget usage, promoting mindful technology engagement, and fostering a culture of critical thinking and digital literacy.

Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy

AbstractQuestions and concerns about artificial intelligence (AI) technologies in education reached a fever pitch with the arrival of publicly accessible, user‐facing generative AI systems, especially ChatGPT. Many of these issues will require regulation and collective action to address. But when it comes to generative AI and literacy, we argue that posthuman perspectives can help literacy scholars and practitioners reframe some concerns into questions that open new areas of inquiry. Agential realism in particular offers a useful perspective for exploring how generative AI matters in literacy practices, not as a unilaterally destructive force, but as a set of phenomena that intra‐actively reconfigures literacy practices. As a sociocultural (and as we argue, sociotechnical) practice, literacy arises out of the entanglement of bodies, spaces, contexts, positions, histories, and technologies. Generative AI is another in a long line of technologies that reconfigures literacy practices. In this article, we briefly explain how generative AI systems work, focusing on text‐based systems called Large Language Models (LLMs), and suggest ways that generative AI may reconfigure the sociocultural practice of literacy. We then offer three provocations to shift discussions about generative AI and literacy (1) from concerns about intentionality to questions of responsibility, (2) from concerns about authenticity to questions of mattering, and (3) from concerns about imitation to questions of multifarious communication. We conclude by encouraging literacy scholars and practitioners to draw inspiration from critical literacy efforts to discover what matters when it comes to generative AI and literacy.

Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions

In this paper, the effects of the rapid advancement of generative artificial intelligence (Gen AI) in higher education (HE) are discussed. A mixed exploratory research approach was employed to understand these impacts, combining analysis of current research trends and students’ perceptions of the effects of Gen AI tools in academia. Through bibliometric analysis and systematic literature review, 64 publications (indexed in the SCOPUS and Web of Science databases) were examined, highlighting Gen AI’s disruptive effect on the pedagogical aspects of HE. The impacts identified by the literature were compared with the perceptions held by computer science students of two different HE institutions (HEIs) on the topic. An exploratory study was developed based on the application of a questionnaire to a group of 112 students. The results suggest that while Gen AI can enhance academic work and learning feedback, it requires appropriate pedagogical support to foster critical, ethical, and digital literacy competencies. Students demonstrate awareness of both the risks and benefits associated with Gen AI in academic settings. The research concludes that failing to recognize and effectively use Gen AI in HE impedes educational progress and the adequate preparation of citizens and workers to think and act in an AI-mediated world.

The emotional ambiguities of healthcare professionals’ platform experiences

This paper investigates how healthcare professionals experience digital platforms in their work practices and how these relationships enable forms of emotional labour and contribute to shaping their emotional health.Methodologically, the contribution draws on audio-diaries kept by 15 healthcare professionals and a final semi-structured interview conducted with the same informants. The research material was analysed using open and axial coding techniques, in a grounded theory fashion.Findings provides meaningful insights to the literature on the emotional labour of healthcare professionals, as well as to studies on digital health and labour. Specifically, we show that participants associate different and even contrasting reflections and emotional states with their relationships with digital platforms. Thus, there is not exclusively one trajectory that can explain the implications of media uses, as different and potentially conflicting emotions coexist within the same experience. Given this scenario, we argue that it can be fruitful to use the lens of ‘ambiguity’ to scrutinise the ambivalences and tensions characterising platform experiences, and how emotional labour in healthcare intertwines with technological developments. Moreover, we advocate for the development of critical digital literacy skills among healthcare professionals.

Functional Ovulatory Menstrual Health Literacy Amongst Adolescent Females in Western Australia

Study objectiveTo assess the knowledge of ovulation and menstruation of adolescent females in Western Australia. MethodsA validated adolescent ovulatory menstrual health literacy questionnaire was used in a cross-sectional study, which included an open-response question inviting participants’ reflections. ResultsParticipants (n=297) were from two single sex and seven co-educational schools of varied socio-educational advantage. Mean chronological age was 15 years and mean gynaecological age was two years. The prevalence of dysmenorrhoea was 69%. Primary sources of information included mothers (91%), friends (61%) and, for post-menarcheal participants (n=274), mobile applications (52%). Most adolescents enjoyed finding out information about ovulatory menstrual health, and understood the information given to them. However, participants’ knowledge of ovulation, menstruation and their occurrence in the cycle were low. Attendance at a single sex or Catholic school or use of mobile applications did not confer a knowledge advantage overall (p<0.05), except for knowing the meaning of cervical mucus. Thematic content analysis of open-ended responses resulted in five themes, including normality, menstrual flow, charting, ovulation and dysmenorrhoea. ConclusionInadequate functional ovulatory menstrual health literacy hampers progression to acquiring complete health literacy. This has negative implications for progressing towards the interactive and critical ovulatory menstrual health literacy domains, which include providing an accurate menstrual history when engaging with healthcare providers.

China’s Perspectives on the Modern Educational Value of Critical Information Literacy

Critical information literacy is a new and important direction of information literacy education for university students in the new media era. By comparing critical information literacy between China and the West, combining with the research on information literacy education in China in the past 20 years, and based on the three major relationships that Chinese philosophy is concerned about that people need to face in the world of life, i.e., the individual and the self, the individual and nature, and the individual and the society, this paper defines critical information literacy as that individuals, as information subjects, discover, select, confirm, and evaluate the information they are exposed to by obtaining and discriminating the content elements of the information world (information sources, information, and information assets) and using critical thinking skills and methods, creatively interpret or solve the relevant problems arising from the interaction between individuals and self, individuals and nature, individuals and society, and form the literacy that represents the knowledge, ability, attitude, habit, and level of the information subject through continuous reflection and practice. In order for human beings to better understand the world and construct it responsibly, critical information literacy can play a greater role and educational value. It not only helps contemporary college students build knowledge of “good questioning” and enhance their “reasoning” skills, but also encourages them to maintain a “firm standpoint,” cultivate a habit of “healthy skepticism,” and enhance their “decision-making” skills.