About this paper

Appears in:
Page: 5439 (abstract only)
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2238

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

‘NOW I VIEW THE WORLD DIFFERENTLY’: A CASE FOR CONSTRUCTIVIST APPROACH TO TEACHING CRITICAL LITERACY

S. Bilic

University of South Australia (AUSTRALIA)
As a result of new and emerging policy environment, higher education sector in Australia is witnessing an increase in educational diversity, featuring low socioeconomic status (SES) students and those who were otherwise marginalised from accessing higher education as one of the key manifestations of it. Research shows that students from disadvantaged backgrounds lack the social and cultural capital required for comprehending and navigating the complex university environment and this leaves them feeling isolated and overwhelmed. For this cohort, promoting an active school culture (Smyth et al, 2004) which aims to keep the students engaged is central. This case study discusses fostering of an active school culture in a course Critical Literacy taught at UniSA College at the University of South Australia.

In Critical Literacy we teach critical thinking skills using a constructivist approach. A central premise of the constructivist approach to teaching and learning is that learners create knowledge through engagement and experience. Critical thinking skills taught in Critical Literacy coursework involve conceptualising, analysing, reasoning, evaluating and relating information so that students may reach conclusions or convey independent verdicts based upon what they have experienced combined with previous knowledge. This, in turn, promotes a development of an active school culture. The central premise of fostering an active school culture is that students engage in challenging task that strongly connects with their lifeworlds. I argue, that constructivist approach to learning employed in Critical Literacy provides effective means for enabling students who have previously experienced education as the gate keeper to feel empowered and regain their confidence to pursue higher education.
@InProceedings{BILIC2017NOW,
author = {Bilic, S.},
title = {‘NOW I VIEW THE WORLD DIFFERENTLY’: A CASE FOR CONSTRUCTIVIST APPROACH TO TEACHING CRITICAL LITERACY},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2238},
url = {http://dx.doi.org/10.21125/edulearn.2017.2238},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {5439}}
TY - CONF
AU - S. Bilic
TI - ‘NOW I VIEW THE WORLD DIFFERENTLY’: A CASE FOR CONSTRUCTIVIST APPROACH TO TEACHING CRITICAL LITERACY
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2238
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 5439
EP - 5439
ER -
S. Bilic (2017) ‘NOW I VIEW THE WORLD DIFFERENTLY’: A CASE FOR CONSTRUCTIVIST APPROACH TO TEACHING CRITICAL LITERACY, EDULEARN17 Proceedings, p. 5439.
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