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Direct linkJohnson, Elisabeth; Vasudevan, Lalitha – Theory Into Practice, 2012
In this article, the authors argue that teachers and researchers must expand current verbo- and logo-centric definitions of critical literacy to recognize how texts and responses are embodied. Ethnographic data illustrate the ways that youth perform critical literacy in ways that educators might not always be prepared to see, hear, or acknowledge.…
Descriptors: Classroom Communication, Educational Research, Influence of Technology, Definitions
