ED 7718 - Critical Literacy Praxis

Part of the IT&DML Program at the University of New Haven. Starting from the view that illiteracy is a consequence of unequal social environments, this course investigates how learning to read and write with all kinds of technologies is part of becoming conscious of historically constructed power relations.

Course Description

Beginning with the critical approach that views illiteracy as a consequence of unequal social environments that limit access to economic and educational opportunities, this course investigates how learning to read and write with all kinds of technologies and tools is part of the process of becoming conscious as historically constructed within specific power relations. Students reexamine what they know about literacy in their own instructional practices and institutional contexts. They identify ways they can use required instructional materials as well as challenge standard school literacy practices. They also investigate how current technologies reify and challenge particular notions of literacy and power.

Learning Objectives

Investigate the evolving nature of subject-matter knowledge in relation to literacy practices in and out of school.
Discuss new ideas and understandings within their own disciplines, including the impact of technology and information sources on teaching, communications, and knowledge development.
Construct meanings of literacy and power through active learning strategies such as purposeful discourse and inquiry-based learning.

Essential Questions:

How do self-concept and cultural background impact the reception, interpretation, and communication of meaning?
How does technology change what we know and believe about literacy and how we prepare students to be literate citizens?
What practical steps can be taken to create an environment that effectively prepares all students for the future?
What obstacles stand in the way of change, and what strategies are most useful in dealing with them?

Required Readings

Gee, J. (2008/2012). Social Linguistics and Literacies. Routledge. (3rd or 4th ed.)
Turkle, S. (2011). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books.

Suggested:

Freire, P. (2000). Pedagogy of the Oppressed (30th Anniversary Ed.). Continuum.
Shor, I. (1992). Empowering Education: Critical Teaching for Social Change. University of Chicago Press.
Lankshear, C. & Knobel, M. (Eds.) (2008). Digital Literacies: Concepts, Policies and Practices. Peter Lang.
Albers, P. & Sanders, J. (Eds.) (2010). Literacies, the Arts, and Multimodality. NCTE.

Assignments

Attendance, Active Participation, and Professional Demeanor (10%) — Contributing relevant information to discussions, demonstrating understanding and engagement with readings, applying course material to professional experience, and being intellectually present and open. Professional demeanor includes civility, willingness to consider divergent viewpoints, and the ability to disagree with clarity and grace.
Online Discussions and Discussion Responses (30%) — Six sessions of online reading/viewing response exercises. Each response is either a written Google Doc (minimum 2 pages) or a 2–3 minute YouTube video. Responses must incorporate text evidence from designated readings plus at least one additional source. Final portfolio of responses must include a mixture of written and visual formats.
Group-Created Discussion and Response (25%) — Teams of 4–5 lead one "open mic" week: identify an essential question, select readings or viewings, design the discussion, and co-evaluate responses with the instructor. Evaluation includes metacognitive reflection on how instructional design and delivery modalities impact the quality of response.
Culminating Practical Application: Theory into Real World Practice (35%) — Identify a unit from current practice and enhance it with technology resources. Process includes: (a) initial concept presented to a "critical friends" team; (b) trial teaching followed by a written report and peer-editing session; (c) revised, publishable unit; (d) written reflection. Unit must require students to locate and comprehend information using both traditional and digital sources and do something purposeful with that information.

Grading

Grade	Percentage
A	95–100
A-	90–94
B+	87–89
B	84–86
B-	80–83
C+	77–79
C	74–76
C-	70–73
F	Below 70