Is There a Space for Critical Literacy in the Context of Social Media?
English Teaching: Practice and Critique Volume 10, Number 1, ISSN 1175-8708
In this paper we look at what the critical tradition in education has to offer to the phenomenon of social media. Through an overview and evaluation of the approaches advocated by practitioners of critical literacy and critical media literacy, we illustrate the limitations of applying these frameworks to the fluid and densely interwoven spaces of social media. In particular we focus on the problematic nature of textual analysis and textual production as foundations for a critique of new media. By proposing a conceptual model that maps the inter-relationship between practice, identity and networks, we make a new contribution to the field, suggesting that this approach may provide a more fruitful analytical tool for educators. Drawing on the work of Greenhow and Robelia (2009), and particularly their notion of advantageous practice, we work towards a model for enabling children and young people to move from a consideration of what they do through social media to a view of what they might do. We suggest that this may be a more fruitful way of approaching social media, but one which remains faithful to the overall project of the critical tradition. (Contains 3 figures.)
Burnett, C. & Merchant, G. (2011). Is There a Space for Critical Literacy in the Context of Social Media?. English Teaching: Practice and Critique, 10(1), 41-57.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Cathy Burnett & Guy Merchant
English Teaching: Practice and Critique Vol. 10, No. 1 (May 2011) pp. 41–57
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.