Design and validation of a model of

critical and academic literacy

Grupo
Grupo Hipermedia,
Hipermedia, evaluación
evaluación yy aprendizaje
aprendizaje del
del inglés
inglés
Universidad
Universidad Pedagogica
Pedagogica Nacional
Nacional
Bogotá,
Bogotá, Colombia
Colombia
 Researchers
• Esperanza Vera Rodríguez
• Johanna Montaño
• Diego Sánchez
• George Narváez
BACKGROUND AND
EXPERIENCES
 Issues regarding Critical literacy
- A tendency to position ourselves in a relationship of inferiority in relation to the author of a
text

- It seems to be difficult not to limit ourselves to reciting literal ideas: A characteristic of

banking education criticized by Paulo Freire.

-Topics should be explored from different perspectives and we are afraid of including our own
voice to express ideas.

- It seems complex to challenge the privileged knowledge or ideologies in a text, or to challenge

their social construction and the way in which they give meaning to the world and act on it  
 Issues regarding Academic Literacy
•- Certain unawareness of the writing academic genres.

•- The writing process should be more elaborated. (brainstorming, finding the focus, outlining, drafting,
editing, publishing).

•- It seems difficult to elaborate and develop arguments and counter arguments (in argumentative texts)

•- Citation and and plagiarism.

•- Differentiation between own ideas and those of other authors .

 OBJECTIVES AND
RESEARCH QUESTION
 Research Questions
• To what extent does the use of the proposed model of critical
and academic literacy affect the literacy of pre-service teachers
of an advanced EFL course?
• 1. How do pre-service teachers of advanced English perceive
the critical and academic literacy model?
• 2. What characterizes the literacy of these pre-service teachers
when they use the model of critical and academic literacy?
 GENERAL OBJECTIVE

• Examine the impact, if any, of using a model of

critical and academic literacy on the reading and
writing processes of pre-service teachers of
advanced English
 Specific Objectives
1. Plan and implement strategies and didactic activities for the critical and academic
literacy model
2. Design the data collection instruments
3. Identify and characterize the participants' perceptions regarding the implementation of
the model
4. Identify and characterize the processes and achievements in the critical and academic
literacy development of the participants.
RESEARCH METHODOLOGY
 Research Methodology

Participants Data Collection Instruments: 
Pre-service teachers of Type of Research Surveys, logs (records) of 
intermediate English 4th and 5th Mixed methods reflection, artifacts and field 
semesters diaries, recordings
THEORETICAL FRAMEWORK
• y DeVoogd (2004)
• Ames, 2002; Barton, 2000;  • Cassany y Castella 
Gee, 2003;Giroux,  Zabala,  (2010) Shor (2012),
2002) Coffey (2010), Barton
y Hamilton (2000),
McLaughlin y 
DeVoogd (2004) 
• Vargas Franco 
Critical Critical (2015),      
• Viafara (2008)
pedagogy Literacy

Analysis of
Academic
the public
literacy
policies
• Street (1984), Lea (2004) • Mora, R. (2014 a,
2014 b), Londoño,
D. (2015) Jurado 
(1992, 1995)
PEDAGOGICAL PROPOSAL
 Critical Literacy Model (IV semester)
II. Reading different
I. Theoretical types of texts from a
Foundation critical perspective II. Oral and written
What is Critical - Deconstruction of the production (Critical
literacy? text Focus)
Why in our context? - Text-Context -Opinion paragraphs
relationship and essays
How is it
developed? -Construction of - Socialization
Identities -Dialogue
Writing as a social - Silenced voices -Debate
practice - Author-reader
relationship
 Academic Literacy Model (V Semester)

III. Production of
II. Reading and
Academic Texts (Critical
I. Theoretical analysing various
Focus)
Foundation types of academic
texts from a critical - Academic Socialization
- Academic Literacies of written production
perspective
-Textual typology in (essays, critical reviews,
the academic field - Deconstruction of conclusions, etc)
the text (Analysis of
-Structure of the text -Dialogue
the text structure)
according to different &collaborative
- Reconstruction
genres, fields and construction
disciplines / – Critical writing
-Debate
education -Author-reader
- Peer-assessment and
relationship
edition