This action research study focuses on a teacher's experiences while implementing critical literacy instruction in a seventh grade language arts class. Throughout the unit, a tension between teacher control and student autonomy emerged in three areas: discussion (teacher-directed and student-directed), curriculum (teacher choices and student choices), and student text comprehension (surface and critical). Finding the balance between teacher control and student autonomy was difficult. When these two elements were not balanced, the classroom experience for everyone was mediocre. When they were balanced correctly the entire classroom community had positive experiences that advanced student learning. Critical literacy instruction, though difficult to implement, was useful in helping students become literate, critical thinkers who can successfully participate in democratic society.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Geilman, Amy Michelle, "A Challenging and Rewarding Process: Implementing Critical Literacy Instruction in a Middle School Classroom" (2010). Theses and Dissertations. 2246.
critical literacy, inquiry, teacher control