The #PYP Key Concepts and Developing a Critical Literacy Approach

When you read words, you are actually reading different versions of the world. Most of us never pause to consider that. We see written words as fixed truths, and depending on the perceived credibility of this source, we take for granted that every author has a unique experience of the world and applies their imagination to communicate these thoughts and feelings in different ways. It doesn’t matter if it is a book, a magazine article, a video or on a website–the form of the communication may differ, however, to identify the intention behind the writing is rarely explored in our approaches to literacy.

As teachers, we need to ensure that language is a catalyst to becoming curious in order to investigate and solve problems and understand ideologies within texts. Often times we focus on strategies and skills that address the content but not the context of what they are reading. In today’s society of “fake news”, the domination of disinformation demands a need to dive deeper into the purposeful use of language, in which media is used to manipulate and confuse others. Paulo Freire, who coined the term “critical literacy” reminds us in his work that it is impossible to “think of the results of language without thinking of ideology and power.”

Actively engaging with text types and media forms is not enough. Not only is it important to facilitate language learning, but it is the teacher’s duty to cultivate the understanding of the students that they too are agents of change, participating in communicating ideas to our local and global contexts. As educators, we need to develop their awareness that students are creators that …

1. Have a unique way of expressing themselves
2. Have a right to speak and be listened to.
3. Have a need to develop the ability to comprehend the ways in which language is being used to trying to position and manipulate readers.

With this in mind, in our Primary Years Programme, we need to be asking ourselves if our approaches are generating passive readers and consumers of the content or rather that they are actively applying thought to the text. Furthermore, it is not enough to develop the skills of genre-writing and instill a “love of reading” but it is also our job to shape their understanding that they are contributors to thought in our world. Students are members of our communities and although our political systems may not value them until they are 18 years old, the truth is, they can be actively engaged in our societies at any age. We need to provide authentic experiences in which they develop craft along with a deepening of knowledge.

So, as we design units of study (stand-alone language planning) or embed literacy into our transdisciplinary themes, we should be considering the key concepts as important aspects of planning. As we approach literacy instruction, instead of merely using it as a tool to “learn about” content, we need to be “learning to” dissect and discuss texts, which includes multi-media forms as well.

Through an exploration of the key concepts, the student becomes able to develop an understanding of…

Form: What is this text type/form of media? What are its features and characteristics?

Function: How does this text type or form of media work? How can I apply its features to my own writing or creation of media?

Connection: How is my experience connected to this type of text? (Can be a text-self connection or text-text connections) How might this text or form of media influence others?

Perspective: What might be the purpose of this text? What “world” does the creator live in?- What biases are within this text/form in media and what evidence is there to support this claim? What is the deeper meaning and intention of this text/form of media?

Causation: What is the origin of this text/form of media type? What created its popularity or use in our world? What is its impact now?

Change: How does the message change when visual information is employed? What techniques or forms can be employed to create more impact and understanding of the content?

Responsibility:  What is my role in responding to or creating texts that inform, provoke and entertain others? What are the ethical aspects of this text?

Reflection: What is my response to this text–what emotion or ideas are sparked by my engagement with it?  How might my word choices and ideas be impacting others, as I create content? How am I contributing to the larger context of this genre and/or issue?

As you reflect on these questions, I’m sure you are generating further questions (or at least that is my hope). Yet, so often, we get stuck in the form and function of literacy instruction that we fail to miss opportunities to develop critical skills that our students need in navigating the world of media that we live in. I believe that we shouldn’t just be plugging standards into our units of inquiry, but become quite intentional with creating a holistic view of our language. Learning how language works and becoming conscious of the role of visual imaging in molding the audience into a certain point of view is one dimension of learning that needs to be emphasized in our schools. This involves immersing students in authentic literacy experiences and developing a reflective practice when engaging in language.

Although the ideas I share may not be comprehensive enough to create a well-rounded program, hopefully, it inspires a greater analysis of how your school approaches literacy instruction and transforming language into rich meaning-making experiences.

How might you create engaged learners who identify themselves as contributors to our world?

This is a question that compels me as I think about our learners, not as mere cogs in the wheel of life, but as agents of change and transformers of our world.