Critical Literacy in Nordic L1 Classrooms: The Case of Power, Diversity, Access, and Design/Redesign

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Critical Literacy: Disrupting the Commonplace in Both In- and Out-of-School Literacy Settings (Table 12)

Abstract

In a study of videotaped lessons across Nordic L1 lower-secondary classrooms (n=76), we investigate the extent and characteristics of critical literacy instruction by applying Hilary Janks’ didactical model of critical literacy, which focuses on four specific orientations to critical literacy: power, diversity, access, and design/redesign (Janks, 2000; 2010). The analyses show that in the observed classrooms, the perspectives of access and design are prominent, whereas the presence of power, diversity, and redesign are rare. Applying Janks’ model as an analytical framework across Nordic classrooms will contribute to updated empirical knowledge about critical literacy instruction in Nordic L1 classrooms as well as illuminate aspects of the cultural validity of its use in a Nordic context.

Author

• Camilla Gudmundsdatter Magnusson, University of Oslo
  Presenting Author