NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147858
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0950-0782
Teaching and Learning Critical Literacy at Secondary School: The Importance of Metacognition
Olin-Scheller, Christina; Tengberg, Michael
Language and Education, v31 n5 p418-431 2017
Taking Swedish secondary school students as a point of departure, this article focuses on aspects of teaching and learning critical literacy and specifically on what students identify as argumentative text structure. Challenges connected to teaching critical literacies can be considered quite big, since studies show that students have difficulties in identifying argumentative text structure and that teachers feel insecure about what kind of knowledge is required as well as how to organize teaching of critical literacies. By using Bernstein's notions of horizontal and vertical discourses as well as Gee's notions of primary and secondary Discourses, we describe the interaction between personal, informal discourses and the more formal, academic discourses in the teaching and learning of critical literacies. The empirical material contains observations in two secondary school classrooms as well as written student material from a study focusing reading of argumentative texts. Our result shows that metacognition is a key component of reading instruction that supports the development of secondary Discourse and vertical discourse. Metacognition also facilitates a critical approach to different texts, and is an important aspect of critical literacies perspectives.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A