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EML 433 Lecture 11 B
Literature and Critical Literacy - Part B
| Question | Answer |
|---|---|
| What is critical literacy? | The critical analysis of texts on the basis that no text is neutral or innocent of sociocultural and ideological meaning. |
| What three literacies does critical literacy include? | Visual literacy, cultural literacy and digital literacy. |
| What is visual literacy? | Reading and understanding the images and signs of an increasingly visual society. |
| What is cultural literacy? | Knowledge of the world and knowledge of the diverse ways of being. |
| What are the four levels of literary texts? | The story, the telling, the discourse and the understory. |
| The level of story | What is narrated. |
| The telling of the story | An arrangement of words (syntax) the meaning of words (semantics), the sound and look of the words (graphophonic). |
| The discourse | Conventions of telling, genre, language and ideology. |
| The understory | The latent theme or significance. |
| What is thematic cohesion? | The pulling together of words, concepts and pictures into a coherent and significant idea or theme that goes beyond story. |
| What is intertextuality? | Making connections across and between texts that enhance or affect meaning. |
| Literature begins with ... | Writing and writers. |
| Writing is grounded in ... | Social practice. |
| Real writing is for ... | Real purposes. |
| What are some examples of writing for real purposes? | Self expression & identity, communication, creating a record, reflection on content and process, learning by writing. |
| In critical literacy, what do we want to draw children's attention to? | The fact that the creator made choices and that they could have been different choices. |
| What are some misconceptions about writing? | Writers plan before writing, good writing requires 1 draft, good writers all work the same way, never write poor pieces, are talented. |
| How do writing misconceptions effect writers? | Over emphasis on perfection suppresses creative expression, writing skills need practice and time to develop, misery is necessary. |
| Form is determined by ... | Purpose. |
| Writing is a reflection of ... | Life experience. |
| What is the art of writing? | Learning to use the linguistic and/or visual grammars to capture and convey meaning. |
| What can be the construction of text from digital electronic, auditory and visual sources? | Writing. |
| What sort of stories can utilise all of the 5 semiotic systems of meaning? | Printed stories. |
| What are the five semiotic systems of meaning? | Linguistic, visual, auditory, gestural, spatial. |
| What is the register of a piece of writing reflect? | The vocabulary and sociocultural context in which the words are used. |
| What are literary conventions? | Literary practices which evolve over time in relation to a genre of writing. |
| What are literary conventions susceptible to? | Taste and social sanctions. |
| What is the distinction between story and plot? | Story is relating of chronological events and plot is the careful arrangement of events for a literary purpose. |
| Sonnet structure | 14 lines with a two line twist at the end. |
| Haiku structure | 3 lines with 17 syllables (5, 7, 5) |
| Limerick structure | 5 line verse (A A B B A) where lines 1, 2 & 5 have 3 beats and lines 3 & 4 have 2. |
| Bush ballad structure | Rhyming verse with regular beat and chorus. |
| Why is it important for children to read good quality literature? (3) | Skills development, cultural heritage, personal development. |
| The critical literacy classroom has a ... (3) | Focus on text user, text analyst and question based exploration. |
| What are three ways we can allow choice in the classroom? | Providing a list of questions for discussion, keeping literature response logs, sharing dialogue journals. |
| What are three types of authentic questions? | Right there (searching for evidence), Think and search (searching and confirming clues), On my own (independent research) |
| What should you let a child's interests and meaning making do? | Guide your teaching focus. |
| Critical literacy as a life skill imparts... (4) | Knowledge of language and how it works, appreciation of the variety of textual contexts, awareness of reader positing, perception of imbedded values and beliefs. |
| What are some questions that illicit critical literacy? (3) | Are there gaps/silences in text? How does it relate to my position in society? What values and attitudes are presented in relation to me? |
| What are some classroom strategies that illicit critical literacy? (3) | How could it have been different if the main character had been, Who could have been excluded/included, Through whose eyes? |
Created by:
Katellord
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