Teachers as Moral Compasses: Exploring Critical Literacy through Digital Social Justice Book Talks

Authors

  • Janette M. Hughes University of Ontario Institute of Technology
  • Lorayne Robertson University of Ontario Institute of Technology

DOI:

https://doi.org/10.20360/G2Z306

Keywords:

preservice teachers, critical literacy, picture books, language arts classroom, digital book talks, social justice

Abstract

A classroom-based study aimed to scaffold preservice teachers’ critical literacy through an exploration of trade picture books. The paper discusses preservice teachers’ shifting views of critical literacy and the place of critical literacy in the language arts classroom. It also assesses the usefulness of digital book talks for engaging preservice teachers with social justice issues. The book talks provided novice teachers with opportunities to question and challenge assumptions, evaluate their own actions and attitudes toward accepted moral standards, and to engage in positive social action. The preservice teachers’ responses to the assignment suggest a number of ways in which teachers can effectively use new media to explore social justice and equity issues with young students.

Author Biography

Janette M. Hughes, University of Ontario Institute of Technology

I teach PJ and IS Literacy courses at UOIT.  I conduct research in the area of digital literacies and multimodal literacies.

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Published

2011-09-01

How to Cite

Hughes, J. M., & Robertson, L. (2011). Teachers as Moral Compasses: Exploring Critical Literacy through Digital Social Justice Book Talks. Language and Literacy, 13(2), 23–36. https://doi.org/10.20360/G2Z306

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Section

Articles