Going beyond the Efferent: Teachers’ Critical Literacy Development Using Picture Books

Dana Reisboard 
(School of Education, Widener University, USA)

Abstract: This article offers teacher educators understanding of the manner in which they could prepare their students to develop understanding of the theory of critical literacy and to apply specific literacy practices in their classrooms. Only after teachers develop understanding on a personal level of the concept of critical literacy could they be properly prepared to transfer this knowledge through guided learning to their pupils. The application of the “I Do”, “We Do”, “You Do” technique presented provides a framework within which pre-service and practicing teachers become actively engaged in the study of critical literacy.

Key words: critical literacy, teacher education, gradual release of responsibility