Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom

Abstract

The article explores the manner in which early childhood preservice teachers were introduced to critical literacy. It discusses the concept of critical literacy which encourages readers to explore and challenge the power relationships that exist between authors and readers. It examines the relationship between critical literacy and children's literature. The article also discusses the role of preservice teachers in critical literacy and the impact of critical literacy on young children and society.

Reference

Norris, K., Lucas, L., & Prudhoe, C. (2012). Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom. Multicultural Education, 19(2), 59-62.

Journal

Multicultural Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Action Research
Qualitiative

Geographic Setting

not stated

Institutional Context

University based

Certification Level

early childhood

Programatic Focus

not stated

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

3 months or less

Data Sources

open ended questions

Data Analysis Tools

Qualitative Content Analysis

Researcher Positionality

inside (staying their own students)
not stated

Research Questions

Adapted from open-ended question posed to preservice teachers (p. 61): Do [preservice teachers] see critical literacy as benefitting students? If so, how?
Is this research question explicit from the manuscript? Combination

Adapted from open-ended question posed to preservice teachers (p. 61): What challenges do [preservice teachers] see with implementing a critical literacy program?
Is this research question explicit from the manuscript? Unknown