McLaughlin, Maureen & DeVoogd, Glenn L. (2004)
Critical Literacy: Enhancing Students’ Comprehension of Text.
New York: Scholastic.
This book consists of six chapters focusing on different aspects of literacy. McLaughlin and DeVoogd point out very early in the book that their concept of critical literacy extends beyond the traditional definition of comprehension in that it requires students to understand the text from beyond what appears on the printed page. They further stress that Critical Literacy is supported by research that points to the importance of understanding text from multiple points of view and the relationship between individuals.
The book begins with a good explanation of the authors’ view of critical literacy. They explain well the concept of becoming critically aware. Critical literacy focuses on exploring an author’s perceptions of certain issues and having students reflect on this process. This reflection will then bring about transformation and may result in students taking action to address the issue. In essence, critical literacy focuses on helping students have different perspectives of subjects presented by authors and understanding these problems and their complexity.
Students need to understand the relationship between the author and the reader. McLaughlin and DeVoogd stress the importance of knowing that authors have the power to create and present the message; readers have the power and the right to be critics, by reading, questioning and analysing the author’s message. This section is well written and comprehensive. The information given is useful and easy to understand.
The book provides some usable strategies to help enhance critical literacy in the classroom. It must be noted that these strategies are based on the assumption that the students using the strategies do not have any reading disabilities and are first language learners. Therefore, it is important for novice teachers to note that these strategies may not be suitable for their classrooms if they have learning disabled students.
The later portion of the book explains the details of carrying out some of the strategies suggested by the authors. It discusses the activities that can be carried out in the classroom to help students see beyond the literal level of the text. The authors suggest using probing questions to help students think and learn about the text. Students are brought a step further in their critical thinking by activities helping them to explore identities within the text. The authors use sample texts to illustrate the manner in which this can be carried out. The texts suggested range from grades K-8. All texts, according to the authors, are biased to a certain degree because they are written from the perspective of a particular author or group of authors. McLaughlin and DeVoogd argue that it is important for students to see beyond the bias for critical understanding. This will enable students to feel empowered to make an argument for their perceptions of the story. The final chapter of the book gives a summary of teachers’ reflections and students’ perspectives to support the effectiveness of critical literacy.
Critical literacy is without question an important part of the learning process for students. It is important to bear in mind that the strategies offered in this book are mainly for students who are not learning disabled and who speaks English as a first language. The book on the whole is informative and well written with many practical suggestions. It is good resource material for teachers although some of the strategies suggested may have to be tailored to suit its use is other types of classrooms, like an English as a second language class or special education classes.
Pages: 160
Price: $17.99
ISBN: 0-439-62804-0
Reviewed by S. Chee Choy, P.hD., Tunku Abdul Rahman College, Perak Branch Campus, Perak, Malaysia
