Engaging with Critical Literacy through Restorying: A University Reading and Writing Workshop on Fairy-Tale Reimaginations

Autor/in	Lam, Ka Yan
Titel	Engaging with Critical Literacy through Restorying: A University Reading and Writing Workshop on Fairy-Tale Reimaginations
Quelle	In: Language, Culture and Curriculum, 35 (2022) 2, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lam, Ka Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1979577
Schlagwörter	Critical Literacy; Fairy Tales; Teaching Methods; Writing Workshops; Undergraduate Students; Imagination; Writing Instruction; Instructional Effectiveness; Reading Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Chinese; Native Language; Foreign Countries; Critical Thinking; Student Attitudes; China + Suchen Sie Ihr Suchwort? Kritisches Lesen; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Unterrichtserfolg; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; China; Chinesen; Ausland; Kritisches Denken; Schülerverhalten
Abstract	This article presents the findings of a university reading and writing workshop on fairy-tale reimaginations. Fairy-tale reimaginations, understood as rewriting fairy tales using alternative narrative techniques, can be introduced into a literacy classroom where learners read reimagined fairy tales that stimulate their critical response and subsequently reimagine new stories that interrogate presumptions in the traditional tales. To justify the design of the workshop and its effectiveness in enhancing student learning, I combine restorying and critical literacy as the theoretical framework. By theorising fairy-tale reimaginations as a form of restorying, I foreground fairy-tale reimaginations as acts of resistance that reflect more diversifying perspectives in the society (Thomas & Stornaiuolo, 2016). I have chosen the four dimensions of critical literacy (FDCL), synthesised by Lewison et al. (2002) to illustrate how the workings of fairy-tale reimaginations befit the general principles of critical literacy. For a fuller realisation of critical literacy through consumption, production, and distribution of texts, understood as action and reflection upon the action, I contend to develop a reading/writing pedagogy that places emphasis on reading and rewriting followed by sharing and reflection. To this end, I hope to offer teacher-researchers insights to bring the fantasy genre into their literacy classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01