The Instructional Model of Critical Literacy : a Framework for High School Implementation
Purpose of the Study: Critical literacy provides a valuable pedagogy for school reform, but implementation falters due to the variety of definitions and methodological options available for implementation. Frameworks for implementation have been provided ~ however, most have an elementary focus, thus providing little guidance for novice critical theorists at the secondary level. The purpose of this investigative project is to determine if the instructional Model of Critical Literacy designed by Lewison, Leland, and Harste (2008) provides a valid framework for the high school level. Procedure: To determine if the framework is reproducible, this study will examine research and pedagogical suggestions of high school critical theorists. The studies and lesson plans will be examined for evidence of the three components of the Instructional Model of Critical Literacy. Findings: Lewison, Leland, and Harste's (2008) Instructional Model of Critical Literacy can easily be implemented in high school English-Language Arts classrooms and provides a worthwhile framework for novice critical theorists. The use of the model may also help to eliminate or decrease resistance on the part of some students. Conclusions: Only seven practitioners demonstrated all three components of the Instructional Model of Critical Literacy in their studies/lesson plans. More studies are recommended to examine the benefits of the Instructional Model, especially in relation to the notion of resistance. Collaboration between teachers also appears to be valuable in the implementation of Critical Literacy.