Critical literacy is helping your students to think outside of the text. Students come up with their own ideas, questions, and thoughts regarding the course material. They are encouraged to think at a deeper level and not just to take the author's word for it. They are asked how to apply the theories and material to the real world and are encouraged to pose questions. Critical literacy can lead to interesting classroom discussions and new ideas. Ultimately, critical thinking can lead to action as the students decide how they will act on the knowledge they gain in class.
After reading the following self-selected article on critical literacy: http://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/Sample_pages_Critical_literacy.pdf I have a few ideas about how I can use critical literacy in my teaching discipline:
1. When learning about building codes and regulations, we could have a classroom debate about whether older homes need to be updated and brought up to code, or whether they should be "grandfathered in", allowing existing codes to stand. Each group will study and discuss the pros and cons of their positions, then present to the class what they have learned and how they feel.
2. Discuss the recent mud slides in northern Utah. (see http://www.nbcnews.com/news/weather/utah-mudslide-destroys-home-north-salt-lake-city-n173071) Ask the students who they feel was responsible? What should be done to indemnify the homeowners? Who should provide compensation? The home insurance (they won't)? The contractor? The geotechnical team? The city? The state? Engage in a discussion about where the buck stops and how different industries come together in the construction process. Also, discuss liability in the construction and design process.
(image courtesy of nydailynews.com)
(image courtesy of 860wgul.com
Hi Tyler...thanks for your posting. I like both of these ideas. I live right under the canal in Logan that burst, so this is a very pertinent topic.
ReplyDeleteI've been working with a high school engineering teacher. We're going to discuss articles, such as this one, and ask questions such as:
http://www.nytimes.com/2013/11/14/health/new-tool-to-ease-difficult-births-a-plastic-bag.html?_r=0
"How much should the engineer charge for this project?" (By charging more, he could make more money, but by charging less, it would be available to more women in need.)
"Why was this product tested on women in Argentina and India instead of America and European countries?"
We're hoping that questions like this will also teach students to consider how some products/systems are designed to benefit some people but not others...and sometimes products are tested in ethical and unethical ways. For instance, I'm sure you've heard this, but airbags in cars were tested only on male dummies until 2000, leading to more deaths and injuries among women and children when airbags deployed. It's important for students to be critical at all stages of the design process.
Thanks again for a thoughtful posting.