Planning+P(a)lace

2:45 What are "critical literacies?" - read, discuss**
 * Session 1: October 2, 2007

Article to read for next time, Go to the blog and reflect on the article
 * 3:10 Blogging**
 * watch or look over some cultural content with youth appeal
 * Address the questions:
 * 1) what, in general, do you observe?
 * 2) what stereotypes or modes of thought are promoted by either the content or the manner of presentation?
 * 3) what opportunities exist for building literacy development with this content, especially critical literacy?
 * 3:40 Read blog entries, discuss**
 * 4:00 Plan Actions:** find out what is going on with kids in classrooms- use a survey to find out what students bring[[image:http://criticalliteracy.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://criticalliteracy.wikispaces.com/space/showimage/SurveyStudentMediaPreferences.doc"]][| SurveyStudentMediaPreferences.doc]
 * 4:15 End**

How does this stuff come in your classroom?
 * Session 2:** **10/16**
 * 2:45 Survey results report-out.** Examine and discuss surveys

Begin discussion of Margitta's video game students Why use what students bring in? grow understanding of the "text structures" in video game "story" writing about small moments in "story" Lucy Minilessons critical literacies that come to play in the video game
 * 3:15** **Case Study**

Look at your survey results- What is an area that kids are using? How could this tie into your curriculum? 4:00- Next steps- What do you do with this information? What do you need to move forward? What will you do in the next two weeks?
 * 3:45 How would this translate into work in your classroom?**

with a focus of how the information relates to the work you've decided to do. Articles are are accessible via the "webbased resources" link on the left side bar of this page.
 * Homework:** Each read an article and respond to it on the blog

We read articles linked from this wiki's home page, and each shared some key points about our article. Patrick described his use of Pokeman cards in class, and we jointly discussed some extension activities. Margitta's work is focusing on deconstructing video games in such a way as to enhance student writing, said games typically getting in the way of some students' imagination regarding content. "Units based upon the deconstruction of every day, media or multimedia texts have also provided successful introductions to critical literacy for both teachers and students. The immediacy and diversity of the texts appeal to students across a wide range of ages and classes. This plan shows one way that teachers might approach a critical literacy unit: Summary of learning activities: A outline of what this looks like in practice at each stage is included at the site.
 * Session 3: 10/30/2007 Summary Recollection by Andy**
 * [|About English - Critical Literacy]** has some very applicable models for the work we are doing:
 * Immersion
 * Prediction
 * Deconstruction
 * Reconstruction
 * Taking social action"

We will use the model from the site referenced above to plan critical literacy initiatives in classrooms.
 * Session 4:** 11/13/2007


 * Survey kids as to their media habits**
 * Favorite shows, why, how much they watch
 * Commercials they remember
 * Web sites visited, why, how much
 * Card games
 * Books
 * Magazines
 * comics


 * Some Forms of Literacy - LA to work on this**
 * Graphic Novels
 * card games
 * Stargirl
 * some trailers

Barry: gender/sexism, homophobia, normalization of race (assimilate or stereotype), upper middle class perspective, role play student & teacher Teachers can give themselves time to mull & then, later, intervene or deal with issues.