Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teaching and learning critical literacy at secondary school: The Importance of Metacognition
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. (CSL; ROSE)ORCID iD: 0000-0002-2872-4102
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. (CSL, ROSE)ORCID iD: 0000-0002-9375-9512
2017 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, no 5, 418-431 p.Article in journal (Refereed) Published
Abstract [en]

Taking Swedish secondary school students as a point of departure, this article focuses on aspects of teaching and learning critical literacy and specifically on what students identify as argumentative text structure. Challenges connected to teaching critical literacies can be considered quite big, since studies show that students have difficulties in identifying argumentative text structure and that teachers feel insecure about what kind of knowledge is required as well as how to organize teaching of critical literacies. By using Bernstein’s notions of horizontal and vertical discourses as well as Gee’s notions of primary and secondary Discourses, we describe the interaction between personal, informal discourses and the more formal, academic discourses in the teaching and learning of critical literacies. The empirical material contains of observations in two secondary school classrooms as well as written student material from a study focusing reading of argumentative texts. Our result shows that metacognition is a key component of reading instruction that supports the development of secondary Discourse and vertical discourse. Metacognition also facilitates a critical approach to different texts, and is an important aspect of critical literacies perspectives.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017. Vol. 31, no 5, 418-431 p.
Keyword [en]
Classroom literacy, dialogic, first language, reading, text
National Category
Languages and Literature
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-48184DOI: 10.1080/09500782.2017.1305394OAI: oai:DiVA.org:kau-48184DiVA: diva2:1083757
Funder
Swedish Research Council, 2011-5540
Available from: 2017-03-22 Created: 2017-03-22 Last updated: 2017-08-16Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Olin-Scheller, ChristinaTengberg, Michael
By organisation
Department of Educational Studies
In the same journal
Language and Education
Languages and Literature

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 54 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf