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Getting Out of the Comfort Zone: Using Read-Alouds to Engage Students in Critical Literacy

Getting Out of the Comfort Zone: Using Read-Alouds to Engage Students in Critical Literacy


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About the Book

In this research, I analyze how seven teachers in four different school settings use picture book read-alouds to engage their students as growing readers while engaging them in topics of social justice. This study includes both public and private schools in New York City that differ from each other in their student population and in their overall mission. In addition, the teachers also vary in terms of their grade level and years of experience ranging from new teachers to veterans with over a decade of experience. Yet, all of the teachers in this study are committed to teaching from a critical literacy perspective. They began by choosing topics that they felt would make the most impact towards helping their students envision a better world including: war, gender, class, race, disabilities, workers rights, homelessness, and families. With topics of social justice in mind, they each chose three read-alouds for me to observe preceded by and followed by collaborative conversations about the nature of the lessons. Rooted in the theories of critical literacy, three questions drive this research: (1) In what ways are teachers in different elementary school settings using read-alouds to engage their students as growing readers while engaging them in topics of social justice? (2)What are the teachers' recollections and analyses of the read-alouds? (3) What are the cultural models resisted and/or upheld through the teachers' use of the texts, their language, and their interactions with their students during the read-alouds? I used qualitative data collection methods to address these questions including observations, interviews, and collaborative conversations. This research is meant to stir discussion of what we mean by critical literacy in elementary school classrooms. It is also intended to help teachers build their own understandings of how to use read-alouds to help their students read both the word and the world. While messy and imperfect, teaching from a critical literacy perspective can inspire both teachers and students to consider what they can do to live socially just lives. Finally, this research is meant to inspire researchers to reconsider collaborative research with classroom teachers.


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Product Details
  • ISBN-13: 9781243637123
  • Publisher: Proquest, Umi Dissertation Publishing
  • Publisher Imprint: Proquest, Umi Dissertation Publishing
  • Height: 246 mm
  • Weight: 508 gr
  • ISBN-10: 1243637129
  • Publisher Date: 01 Sep 2011
  • Binding: Paperback
  • Spine Width: 15 mm
  • Width: 189 mm


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Getting Out of the Comfort Zone: Using Read-Alouds to Engage Students in Critical Literacy
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Getting Out of the Comfort Zone: Using Read-Alouds to Engage Students in Critical Literacy
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