Return to References: Critical Literacy factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Socratic Seminars: (Polite & Adams, 1997): Students prepare questions and reflections on a text and participate in discussion on the text following a set protocol which can be assessed by teacher-created rubrics.
Media Inquiry Projects: (Goodman, 2005): Students create different forms of media (e.g., documentaries, podcasts) based on varied texts and are assessed on their presentations using teacher-created rubrics which include questioning skills and ability to see multiple perspectives.
Behrman, E.H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49(6), 490.
Fránquiz, M. E., & Salinas, C. S. (2011). Newcomers developing English literacy through historical thinking and digitized primary sources. Journal of Second Language Writing, 20(3), 196-210.
Freire, P. (1983). The importance of the act of reading. Journal of Education, 165(1), 5–11.
Goodman, S. (2005). The practice and principles of teaching critical literacy at the educational video center. Yearbook of the National Society for the Study of Education, 104(1), 206–228.
Johnston, P. & Costello, P. (2005) Principles for literacy assessment. Reading Research Quarterly 40(2), 256-267.
Jones, S. (2020). Measuring reading motivation: A cautionary tale. The Reading Teacher, 74(1), 79-89.
Kolić-Vehovec, S., Zubković, B. R., & Pahljina-Reinić, R. (2014). Development of metacognitive knowledge of reading strategies and attitudes toward reading in early adolescence: The effect on reading comprehension. Psychological Topics, 23(1), 77–98.
Kong, S.C. (2014) Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.
Lewis, C., & Dockter Tierney, J. (2011). Mobilizing emotion in an urban English classroom. Changing English, 18(3), 319-329.
Leu, D.J., Kinzer, C., Coiro, J., Castek, J., Henry, L. (2005). New literacies: A dual-level theory of the changing nature of literacy instruction, and assessment. In D. Alvermann, N. Unrau, & R.B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150–1175). Newark, DE: International Reading Association.
Lo, J. C., & Adams, C. I. (2018). Civic literacy through literacy instruction: Using structured academic controversy in a government classroom. Citizenship Teaching and Learning, 13(1), 83–104.
Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107-154.
Moje, E.B., Young, J.B., Readence, J.E., & Moore, D.W. (2000). Reinventing adolescent literacy for new time: Perennial and millennial issues. Journal of Adolescent & Adult Literacy 45(5), 400-410.
Muhammad, G. E. (2018). A plea for identity and criticality: Reframing literacy learning standards through a four-layered model. Journal of Adolescent & Adult Literacy, 62(2), 137-142.
Nelson, K. S. (2019). Effects of critical literacy on comprehension: Bridging paradigms in classroom instruction and educational research (Doctoral dissertation). Available from ProQuest Information & Learning. (UMI No. AAI11005537)
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.
Park, J.Y. (2012). A different kind of reading instruction: Using visualizing to bridge reading comprehension and critical literacy. Journal of Adolescent & Adult Literacy, 55(7), 629-640.
Polite, V. C., & Adams, A. H. (1997). Critical thinking and values clarification through Socratic seminars. Urban Education, 32(2), 256–78.
Sutherland, L. M. (2005). Black adolescent girls' use of literacy practices to negotiate boundaries of ascribed identity. Journal of Literacy Research, 37(3), 365-406.
The New London Group. (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, (1), 60.