“The one real goal of education is to leave a person asking questions.”
Max Beerbohm
What is critical literacy?
Critical literacy is an aspect of critical thinking. "Critical literacy involves looking beyond the literal meaning of a text to determine what is present and what is missing, in order to analyse and evaluate the text’s complete meaning and the author’s intent. Critically literate students understand that meaning is not found in texts in isolation." (Province of Ontario, 2024). In order for students to be critically literate they need to consider points of view, context, the background of the author, and gaps in the text. (summarized from Province of Ontario, 2024).
Students who are critically literate can analyse media messages and figure out motives and underlying messages. They should be able to spot biases and have ideas as to whose perspectives have been left out. As teacher-librarians we have opportunities to engage in critical discussions of texts. "Such discussions empower students to understand the impact on members of society that was intended by the text’s creators. Language and communication are never neutral: they are used to inform, entertain, persuade, and manipulate.” (Province of Ontario, 2024).
In Achieving Information Literacy, it says, “The major learning outcome for the school library program is to develop students who are information literate.” (Asselin, 2006).
Introducing critical literacy with students can be done many ways. Picture books and current events are accessible and easy to build into lessons where critical thinking can be the focus of the discussion.
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| A great book to use with students |
There are many online lessons that have been created to teach critical thinking for students viewing internet sources.
Project Real has a series of online lessons for teachers. The lessons were created by young people, social media experts and teachers in the UK. The lessons are best for older students in grades 6 and up. Fake News, Fake Photos, Fake People, Fake Stories, Fake Videos, and Keeping It Real are the titles of their lessons.
Keep It Real Online is produced by the government of New Zealand. The messages in the videos are strong but delivered with humour. I especially like how the message is directed to the parent who then turns to their child to discuss the issue. They are a terrific springboard for discussions about internet safety. Keep It Real Online: Grooming, Keep It Real Online: Bullying, Keep It Real Online: Pornography are a couple of great examples. They also have brief online messages about Unsolicited Pics, and Pressuring for Pics, Blackmail, and Toxic Online Gaming.
The Control F Program by CIVIX is a Canadian 7 hour, 4 part program that is available to teachers free with registration. It focuses on 'lateral reading' strategies: verifying the source, investigating the source, checking the claim, and tracing the information.
The Pacific Northwest Tree Octopus is one of my favourite lessons to do with young students. Over the years, it has taken a life of its own, as people have added online 'images' and videos.
I like to follow up with a game of "Fake or Real Photo?," using images found online. Meet the Really Big Bunnies is a CBC news article about a farmer with Flemish Giant Rabbits. Students love my story when I told a student that the photos of the bunnies were fake. I was wrong, of course.
National Geographic Kids has a game-show called Real or Fake? They ask kids to separate fact from fiction. I have challenged students to create a series of their own game questions which they need to cite. It works well presented as a Canva or PowerPoint presentation.
CBC Kids has Fact or Fake- Can you tell the difference online?. This site has videos, games and news articles suitable for younger students. I like that is has Canadian examples and the videos are a mix of animation and live action.
Why is teaching Critical Literacy important?
In Achieving Information Literacy, it says, “If each school library were to have a teacher-librarian who taught children and youth the skills necessary to be effective users of information in all its forms, a powerful mechanism would be in place for enabling Canadian children and youth to be literate citizens, lifelong learners, and contributing adults in a learning society.” (Asselin, 2006). Everyone likes to be right. Teaching students critical literacy skills is a fun and empowering way to help them on their journey to being literate citizens. With the increased use of AI in image production, writing, sound production and pretty much everything, it will be more important than ever to make sure our students are able to critically think about what they see and read.
In Citizenship in the Age of Data: The Critical Role of Libraries for Digital Literacy the authors state, "In a word, libraries are resilient. Their resilience provides both a beacon and a refuge in the digital age. As technologies evolve so do public libraries. They continue to empower and educate our communities, modelling what it means to be a digital citizen. Libraries and librarians must embrace their critical role in the digital, democratic transformation. Policymakers need to see libraries as part of their solutions for creating a digitally-informed public, recognizing librarians’ expertise in data management and curation, and the community trust that libraries foster." (O'Connor, Sobol, Wong, 2023). Although this article describes the importance of public libraries in the role of informing citizens, similar connections can be make for school libraries. As teachers, and Teacher-librarians we have the enormous responsibility to teach students information literacy skills in a time when our students are being bombarded by unlimited amounts of information. We have many opportunities to do this in teaching most subject areas, including as a subject area of its own.
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| Grade 12 Assessment Rubric BC Curriculum |
Our BC Curriculum includes teaching critical literacy, through English Language Arts, Social Studies, Applied Design, Skills and Technology (ADST), as well as in teaching the Core Competencies.
I can't help but feel like Jean Piaget could glimpse into the future when he wrote, “The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive, and discoverers, who can be critical and verify, and not accept, everything they are offered.” (Piaget, 1952).
Works Cited
Asselin, M., et al. Achieving Information Literacy: Standards for School Library Programs in Canada. The Canadian School Library Association, 2006.
“Building Student Success: BC’s Curriculum.” Edited by BC Ministry of Education, BC’s Curriculum, BC Ministry of Education, Oct. 2023, curriculum.gov.bc.ca/.
O’Connor, Fiona, Sobol, Barbara, Wong, Wendy. The Critical Role of Libraries for Digital Literacy. Toronto Star, December 30, 2023. (accessed March 29, 2024).
Ontario Ministry of Education. “Curriculum and Resources.” Curriculum and Resources: Discover What Students Are Learning, Province of Ontario, Oct. 2023, www.dcp.edu.gov.on.ca/en/.
Piaget, Jean. The Origins of Intelligence in Children, International Universities Press. University of Michigan, 1952.
Riedling, A. M., & Houston, C. Reference Skills for the School Librarian: Tools and Tips. 4th ed., Libraries Unlimited, 2019.
Webliography
Province of Ontario. Curriculum and Resources: Program Planning. (accessed March 29, 2024).
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