Critical Literacy

Fairness - Equity - Social Justice

“My greatest wish is that there will be more writing from my people and that our
children will read it. I have said again and again that our history
would be different if it had been expressed by us.”

 Rita Joe 1932-2007 Mi’kmaq, Whycocomagh, NS

The above quote is included in the Calls to Action from the TRC. Rita Joe wished that

the voice of Indigenous people be included and shared.  Including a variety of voices
to gain perspective is a core element of Critical Literacy.

In the past, the stories, textbooks and/or images that were shared in classrooms
often failed to include the voices of Indigenous people. If Indigenous were represented,
it was most likely a “pan-Indian” or stereotypical representation. 

What is Critical Literacy?

Critical Literacy refers to students critically analyzing and evaluating the meaning of the text
as it relates to issues of equity, power, and social justice to inform a critical stance,
response and/or action. (The text can be a photo, video, story, news article, advertisement etc.)

Key Concepts of Critical Literacy

These concepts help us frame the questions and discussions we can have about a text. 

Follow this link to access the graphic.

Curriculum Connections

We help to develop students’ Critical Literacy skills when we challenge them to interpret, analyse, evaluate and investigate points of view. The Language curriculum shares examples of questions we may pose to students to get them talking about issues of fairness, equity and power.  The Media strand makes many connections to Critical Literacy skills.

As students engage in the Inquiry cycle within the Social Studies History Geography curriculum, they are developing their Critical Literacy skills as they...

• Gather information from different perspectives on environmental or social issues
• Determine the significance of historical events on different groups
• Judge the impact of events that resulted in change or lack of change

Including Indigenous Voices and Perspectives in the Curriculum

“The revisions in the 2018 curriculum support Ontario's commitment to respond to the Truth and Reconciliation Commission’s Calls to Action. These revisions were made in collaboration with Indigenous teachers, Elders, Knowledge Keepers, Senators, Indigenous community representatives, and residential school survivors. The revisions focus on strengthening students' knowledge and understanding of Indigenous histories, cultures, perspectives, contributions, and ways of knowing, as well as of the history of the residential school system, treaties, and the Indian Act.”

Ministry of Education, 2018

With the curriculum revisions, the voices and perspectives of Indigenous people are now included when students are learning the true history of Canada. 

Why Teach Critical Literacy?

“Students today experience a constant stream of ideas and information – online,
in print, and through electronic games and mass media. As they move into the
Junior grades, they encounter an ever-widening range of texts.
They need skills to determine where to direct their attention and how to interpret
messages and use them appropriately.”

(Ontario Ministry of Education, 2004, p. 9)

Questions to Promote Critical Literacy

The exploration of  Critical Literacy works best when students engage in rich talk about text.

This purposeful talk requires time to develop.

Here are some questions you may pose to students to generate rich,
thought-provoking discussions.

 What does the composer of the text want us to know?

 What do the images suggest?

 What do the words suggest? 

 What kind of language is used in the text?

 Why has the composer of the text represented the characters in a particular way?

 Who is missing from the text?

 What has been left out of the text?

 In whose interest is the text?

 Who benefits from the text? 

 Is the text fair?

 Which positions, voices and interests are at play in the text?

 Who is allowed to speak?  Who is quoted?

 Why is the text written the way it is?

 What does the author want us to think?

For more questions follow this link

Cultural Appropriation/Cultural Appreciation

When we select resources to share with students we are activating our own
Critical Literacy skills. Sharing texts: stories, news articles,
images of indigenous people, helps to include Indigenous voices
and perspectives that may have been missing from student learning.

As we question the inclusion of a resource, we may wonder if it is a

Cultural Appropriation or Cultural Appreciation.

Cultural Appreciation:

-Created by Indigenous People
-Shares Indigenous voices and perspectives
-Indigenous people have control over what is being shared.

Impact on Students

With Critical Literacy, learners are active participants in understanding meaning and message.  Critical Literacy invites students to move beyond passively accepting the text’s message to question, examine, or dispute the power relations that exist between readers and authors.  It moves learners to reflection, transformation and action. (McLaughlin & DeVoogd)
If we act on Rita Joe’s wish to include, share, and think about the truths and the histories of Indigenous peoples, we are helping to build capacity for intercultural understanding, empathy, and mutual respect

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Introducing Seesaw for Schools in LKDSB

Seesaw is an online tool that teachers may choose to use for documenting student learning, for communicating with families and/or for assigning learning activities. For more information, follow this link What is Seesaw for Schools? 

Educators and students can use creative tools to take pictures, draw, record videos and more to capture learning in a portfolio.  

Educator approved items can then be shared with parents via app, text message or email notifications.  

 Seesaw for Schools is now available for LKDSB Educators. 

The licenses will be available for the remaining 2019-20 school year and the upcoming 2020-21 school year. 

How do I get a Seesaw for Schools Account?

I have a Seesaw account using an @lkdsb.net or an @lkdsb.com email address	I have a Seesaw Account is connected to a non LKDSB email (e.g.  @gmail.com @hotmail.com)	I use the “login with Google” option.
No action to take: Student data automatically moved to the school’s Seesaw for Schools account.	Update the account to your @lkdsb.com or @lkdsb.net email address in your Account Settings. Please update the school location to this year’s teaching assignment.  If you have any issues, contact  schoolhelp@seesaw.me for assistance.	Please contact schoolhelp@seesaw.me to have Seesaw Support update your login method.
Teachers will receive an email sharing that your account is linked to your school and that you now have access to the upgraded features of Seesaw for Schools. This process takes time due to the amount of student data that needs to migrate over Seesaw for Schools.  You will continue to have access to your Seesaw account.

I am new to Seesaw.  Can I join?

Yes, Elementary LKDSB Educators can join Seesaw for Schools.

Create a Seesaw Account with an @lkdsb.com or @lkdsb.net email account.  Please indicate your school location.

Seesaw for Schools Feature:  Homeroom Teachers can invite teacher and Co-Teachers to join their class.

 How do I add teachers or Co-Teachers to my class?

LKDSB Expertise

Seesaw is already widely used to support student learning in the Lambton Kent District School Board.  Teachers, Early Childhood Educators and Educational Assistants have documented and shared over a million artifacts of student learning. 

It is a communication tool that educators have chosen to use to help keep families informed about their child’s learning and well being.

Educators are skillfully and creatively using Seesaw in their classrooms.  Let’s take a moment to reflect on our practices as we use Seesaw with students and families.

Students Demonstrating Their Own Learning	Educator Documenting Student Learning
·         Value student voice as students share their learning in their Seesaw Journal ·         Some artifacts may be selected to be shared with families. ·         Approve and share individual student work only. (For privacy reasons, do not include another student’s work) ·         Educator feedback to the student is focused on learning; What students can do and what is next in the learning.	·         Gathered over time, a student’s portfolio is a collection of student artifacts ·         Artifacts illustrate student learning and reflections rather than student behaviour. ·         Artifacts can be used by the educator(s) to guide instructional actions and to assess student learning. ·         Educator feedback to the student is focused on learning; What students can do and what is next in the learning.
Communicating with Families	Assigning Learning Activities for Students
·        Tone of communication is asset-based. ·         When sending announcements, be aware of the audience (e.g. All students, All Families, All Students and Families). ·         Private student messages provide information about the student’s learning and well-being.  ·         Information about student behaviour should be communicated using a different medium (e.g. phone, face to face). ·         Encourage reciprocal communication from families.	·       Activities develop and reinforce knowledge and skills appropriate for the student’s learning. ·         Activities shared can be educator created or are selected from the Seesaw Activity collection. ·         Provide instructions for activities and identify the learning intention of the activity to support the home and school learning connection.

Protecting Student Privacy

We are responsible for the personal information under our control. Privacy Principles.  By utilizing the settings within Seesaw for Schools and gathering, storing and sharing student data responsibly, we can help to protect student privacy.

Please check back again for other blog posts about Seesaw For Schools.