Investigating adolescents' critical literacy practices

dc.contributor.authorBonsor Kurki, Sarah
dc.contributor.supervisorSanford, Kathy
dc.date.accessioned2011-08-18T23:01:52Z
dc.date.available2011-08-18T23:01:52Z
dc.date.copyright2011en_US
dc.date.issued2011-08-18
dc.degree.departmentDept. of Curriculum and Instructionen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractIf today’s adolescents are not becoming critically literate, then the nearly infinite number of texts with which they engage, are being accepted blindly or simply ignored. There are adolescents who do question texts, but what are the meanings they make from them. This research focuses on the question, “How do adolescents use critical literacy to navigate/negotiate the texts in their lives?” Through classroom observation and interviews with the students as informants, I collected qualitative data that I used to develop a Critical Engagement Continuum. The Continuum provides a framework how adolescents engage with a variety of texts, from critical thinking to critical literacy. Conclusions show that most participants’ comments fell towards the critical thinking end of the continuum and few made mention of any social justice issues or transformative thinking which categorizes the critical literacy end. Recommendations are made for teachers looking to develop a critically literate classroom.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/3480
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectcritical literacyen_US
dc.subjectadolescentsen_US
dc.subjectcritical thinkingen_US
dc.subjecttextsen_US
dc.subjectqualitative researchen_US
dc.subjectcase studyen_US
dc.subjectstudent-centereden_US
dc.titleInvestigating adolescents' critical literacy practicesen_US
dc.typeThesisen_US

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