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Preliminary understandings guide conversations about school and curriculum reform and concerns related to critical literacy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Institute for Studies in Education, University of Toronto  \nRobert E. White  \nSt. Francis Xavier University  \nAuthor’s Note  \nThis project was supported with a grant from the Social Sciences and Humanities Research Council of Canada.  \nCANADIAN JOURNAL OF EDUCATION 35, 2 (2012): 41-57 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nAbstract  \nThis paper provides an overview of the recursive process of initiating an action research project on literacy for students-at-risk in a Canadian urban elementary school. As this paper demonstrates, this requires development of a school-wide framework, which frames the action research project and desired outcomes, and a shared ownership of this vision by school community and staff. Preliminary understandings provide information and considerations that serve to inform discussions about school/curriculum reform and related concerns about critical literacy.  \nRésumé  \nCet article apporte un aperçu du processus récursif de l'initiation d'un projet de recherche-action en littératie pour des élèves à risque, dans une école élémentaire canadienne en ville. Comme lemontre cet article, cela nécessite le développement d'un dispositif à l'échelle de l'école entière, qui encadre le projet de recherche-action et les résultats souhaités, ainsi qu'une appropriation decette vision par la communauté scolaire et le personnel. Les interprétations préliminaires fournissent des informations et des pistes de réflexion qui servent à renseigner les discussions sur les réformes concernant l'école ou/et les programmes, et les préoccupations connexes au sujet dela littératie critique.  \nThe Recursive Process In and Of Critical Literacy:  \nAction Research in an Urban Elementary School  \nIntroduction  \nThe purpose of this article is to provide an overview of the process of initiating an action research project on critical literacy for students in a Canadian urban elementary school, Sir Simon George Elementary School. In an effort to address the literacy challenges of its students, the school decided to incorporate an action research project. This project was designed to identify critical thinking skills and to investigate what critical literacy skills would look like in a classroom with students determined to be at-risk. Critical thinking and critical literacy are complex terms that often are used interchangeably. Lankshear and McLaren (1993) recognized over a decade ago that critical thinking and critical literacy are conflated on a regular basis. The words critical thinking and critical literacy may mean different things for different educators with different worldviews and it is clear that they may still do (Lankshear & McLaren, 1993), depending on whether one subscribes to a psychological or a sociological theoretical model.  \nIn situating this notion sociologically, Luke (1997) notes that critical approaches to literacy involve “a shift away from psychological and individualistic models of reading and writing towards those approaches that use sociological, cultural, and discourse theory toreconceptualise the literate subject, textual practices, and classroom pedagogy”(143) . This definition of critical literacy is supported by Gee (1996) and Edelsky and Cherland (2006) . Luke goes on to state that:  \nCritical approaches are characterized by a commitment to reshape literacy education in the interests of marginalized groups of learners, who on the basis of gender, cultural and socioeconomic background have been excluded from access to the discourses and texts of dominant economics and cultures. (Luke, 1997, p.143)  \nIt is not surprising that, for the research team and its teachers, one of the first issues that arose was the need to operationalize these two terms. However, it was not until very close to the implementation phase of the individual","cbCailWeTiurnoAM","https://ap.wps.com/l/cbCailWeTiurnoAM","pdf",125928,17,"English","# Introduction\n## Theoretical Framework\n## Implementation and Initial Phase\n# Implications for Future Directions","[{\"question\":\"What is the article’s main goal regarding critical literacy?\",\"answer\":\"It provides an overview of how to initiate an action research project on critical literacy for students in a Canadian urban elementary school, focusing on what critical literacy skills look like in an at-risk classroom.\"},{\"question\":\"Why does the paper emphasize a school-wide framework?\",\"answer\":\"Because the project requires development of a framework that frames the action research and desired outcomes, along with shared ownership of the vision by school community and staff.\"},{\"question\":\"How does the article connect reading failure to broader educational outcomes?\",\"answer\":\"It links reading failure to poor academic performance, loss of self-esteem, and reduced basic literacy skills needed for self-support and economic contribution, while also stressing the connection between literacy and educational change.\"}]","The Recursive Process In and Of Critical Literacy - Action Research in an Urban Elementary School | PDF",1792083195,43]