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You searched for subject:(critical literacy). Showing records 1 – 30 of 428 total matches.

[1] [2] [3] [4] [5] … [15]

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University of Cincinnati

1. Titsworth, Karen Cozetta. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.

Degree: EdD, Education : Literacy, 2008, University of Cincinnati

  Using elements of participatory action inquiry, this dissertation research project seeks to explore the impact of mothering practices as a way to influence, contribute… (more)

Subjects/Keywords: Literacy; mothering; critical literacy pedagogy

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APA (6th Edition):

Titsworth, K. C. (2008). Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433

Chicago Manual of Style (16th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed February 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

MLA Handbook (7th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Web. 18 Feb 2020.

Vancouver:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2020 Feb 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

Council of Science Editors:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433


University of Illinois – Chicago

2. Hartman, Paul. "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders.

Degree: 2016, University of Illinois – Chicago

 Although there has been a growing amount of research exploring lesbian, gay, bisexual, transgender, and queer- (LGBTQ) related issues in schools, the context of most… (more)

Subjects/Keywords: critical literacy; queer theory; primary literacy

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APA (6th Edition):

Hartman, P. (2016). "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hartman, Paul. “"Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders.” 2016. Thesis, University of Illinois – Chicago. Accessed February 18, 2020. http://hdl.handle.net/10027/21245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hartman, Paul. “"Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders.” 2016. Web. 18 Feb 2020.

Vancouver:

Hartman P. "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/10027/21245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hartman P. "Is It a She or a He?": Using Literacy to Explore Gender-/Hetero-Normativity with Second Graders. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

3. Pollard, Tamica McClarty. Missed Opportunities: Examining The LiteracyExperiences Of African American Students Displaced By Hurricane Katrina.

Degree: 2011, University of North Texas

 The purpose of this study was to examine how five African American middle school students, who were displaced by Hurricane Katrina represent their literacy experiences… (more)

Subjects/Keywords: Critical literacy; Hurricane Katrina; literacy and displacement

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APA (6th Edition):

Pollard, T. M. (2011). Missed Opportunities: Examining The LiteracyExperiences Of African American Students Displaced By Hurricane Katrina. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103373/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pollard, Tamica McClarty. “Missed Opportunities: Examining The LiteracyExperiences Of African American Students Displaced By Hurricane Katrina.” 2011. Thesis, University of North Texas. Accessed February 18, 2020. https://digital.library.unt.edu/ark:/67531/metadc103373/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pollard, Tamica McClarty. “Missed Opportunities: Examining The LiteracyExperiences Of African American Students Displaced By Hurricane Katrina.” 2011. Web. 18 Feb 2020.

Vancouver:

Pollard TM. Missed Opportunities: Examining The LiteracyExperiences Of African American Students Displaced By Hurricane Katrina. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Feb 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103373/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pollard TM. Missed Opportunities: Examining The LiteracyExperiences Of African American Students Displaced By Hurricane Katrina. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103373/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

4. Li, Chieh-Lan. THE EMERGENCE OF FAIRY TALE LITERACY: A MULTIPLE CASE STUDY ON PROMOTING CRITICAL LITERACY OF CHILDREN THROUGH.

Degree: PhD, Curriculum and Instruction, 2010, Penn State University

 Children nowadays perceive fairy tales from a number of sources; however, the strongest prior impressions toward this genre held by most youngsters are still built… (more)

Subjects/Keywords: critical literacy; fairy tales

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APA (6th Edition):

Li, C. (2010). THE EMERGENCE OF FAIRY TALE LITERACY: A MULTIPLE CASE STUDY ON PROMOTING CRITICAL LITERACY OF CHILDREN THROUGH. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10903

Chicago Manual of Style (16th Edition):

Li, Chieh-Lan. “THE EMERGENCE OF FAIRY TALE LITERACY: A MULTIPLE CASE STUDY ON PROMOTING CRITICAL LITERACY OF CHILDREN THROUGH.” 2010. Doctoral Dissertation, Penn State University. Accessed February 18, 2020. https://etda.libraries.psu.edu/catalog/10903.

MLA Handbook (7th Edition):

Li, Chieh-Lan. “THE EMERGENCE OF FAIRY TALE LITERACY: A MULTIPLE CASE STUDY ON PROMOTING CRITICAL LITERACY OF CHILDREN THROUGH.” 2010. Web. 18 Feb 2020.

Vancouver:

Li C. THE EMERGENCE OF FAIRY TALE LITERACY: A MULTIPLE CASE STUDY ON PROMOTING CRITICAL LITERACY OF CHILDREN THROUGH. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2020 Feb 18]. Available from: https://etda.libraries.psu.edu/catalog/10903.

Council of Science Editors:

Li C. THE EMERGENCE OF FAIRY TALE LITERACY: A MULTIPLE CASE STUDY ON PROMOTING CRITICAL LITERACY OF CHILDREN THROUGH. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10903


University of Wisconsin – La Cross

5. Swedeen, Scott T. First Steps in Critical Literacy.

Degree: 2011, University of Wisconsin – La Cross

 This thesis study examines the experience of a class of teacher education students learning about and working with critical literacy. The study specifically focuses on… (more)

Subjects/Keywords: Literacy – social aspects; Critical pedagogy

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APA (6th Edition):

Swedeen, S. T. (2011). First Steps in Critical Literacy. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/54425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Thesis, University of Wisconsin – La Cross. Accessed February 18, 2020. http://digital.library.wisc.edu/1793/54425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Web. 18 Feb 2020.

Vancouver:

Swedeen ST. First Steps in Critical Literacy. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2020 Feb 18]. Available from: http://digital.library.wisc.edu/1793/54425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Swedeen ST. First Steps in Critical Literacy. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/54425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Melbourne

6. GUTIERREZ, AMANDA. Critical literacy in Australia: affordances, tensions and hybridizations.

Degree: 2013, University of Melbourne

 This research project investigated Australian curriculum and teacher views on approaches to critical literacy in high school English teaching. Critical literacy has influenced secondary English… (more)

Subjects/Keywords: critical literacy; English teaching; Bakhtin

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APA (6th Edition):

GUTIERREZ, A. (2013). Critical literacy in Australia: affordances, tensions and hybridizations. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38482

Chicago Manual of Style (16th Edition):

GUTIERREZ, AMANDA. “Critical literacy in Australia: affordances, tensions and hybridizations.” 2013. Doctoral Dissertation, University of Melbourne. Accessed February 18, 2020. http://hdl.handle.net/11343/38482.

MLA Handbook (7th Edition):

GUTIERREZ, AMANDA. “Critical literacy in Australia: affordances, tensions and hybridizations.” 2013. Web. 18 Feb 2020.

Vancouver:

GUTIERREZ A. Critical literacy in Australia: affordances, tensions and hybridizations. [Internet] [Doctoral dissertation]. University of Melbourne; 2013. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/11343/38482.

Council of Science Editors:

GUTIERREZ A. Critical literacy in Australia: affordances, tensions and hybridizations. [Doctoral Dissertation]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38482


The Ohio State University

7. Nelson, Kathryn Scott. EFFECTS OF CRITICAL LITERACY ON COMPREHENSION: BRIDGING PARADIGMS IN CLASSROOM INSTRUCTION AND EDUCATIONAL RESEARCH.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

 This study investigated the effects that critical literacy instruction had on comprehension in a seventh grade reading class. Numerous studies have examined critical literacy instruction… (more)

Subjects/Keywords: Education; Comprehension; Critical Literacy

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APA (6th Edition):

Nelson, K. S. (2015). EFFECTS OF CRITICAL LITERACY ON COMPREHENSION: BRIDGING PARADIGMS IN CLASSROOM INSTRUCTION AND EDUCATIONAL RESEARCH. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1436879204

Chicago Manual of Style (16th Edition):

Nelson, Kathryn Scott. “EFFECTS OF CRITICAL LITERACY ON COMPREHENSION: BRIDGING PARADIGMS IN CLASSROOM INSTRUCTION AND EDUCATIONAL RESEARCH.” 2015. Doctoral Dissertation, The Ohio State University. Accessed February 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436879204.

MLA Handbook (7th Edition):

Nelson, Kathryn Scott. “EFFECTS OF CRITICAL LITERACY ON COMPREHENSION: BRIDGING PARADIGMS IN CLASSROOM INSTRUCTION AND EDUCATIONAL RESEARCH.” 2015. Web. 18 Feb 2020.

Vancouver:

Nelson KS. EFFECTS OF CRITICAL LITERACY ON COMPREHENSION: BRIDGING PARADIGMS IN CLASSROOM INSTRUCTION AND EDUCATIONAL RESEARCH. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2020 Feb 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436879204.

Council of Science Editors:

Nelson KS. EFFECTS OF CRITICAL LITERACY ON COMPREHENSION: BRIDGING PARADIGMS IN CLASSROOM INSTRUCTION AND EDUCATIONAL RESEARCH. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436879204


University of North Texas

8. Bauer, Courtney Marie. Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School.

Degree: 2011, University of North Texas

 This study, conducted at an urban public school, explored the engagements of five, fourth grade, African American students who struggled with reading in school as… (more)

Subjects/Keywords: Critical; literacy; struggling reader

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APA (6th Edition):

Bauer, C. M. (2011). Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103287/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bauer, Courtney Marie. “Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School.” 2011. Thesis, University of North Texas. Accessed February 18, 2020. https://digital.library.unt.edu/ark:/67531/metadc103287/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bauer, Courtney Marie. “Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School.” 2011. Web. 18 Feb 2020.

Vancouver:

Bauer CM. Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Feb 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103287/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bauer CM. Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103287/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Manitoba

9. Hunter, Todd. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.

Degree: Educational Administration, Foundations and Psychology, 2016, University of Manitoba

 The purpose of this action research study was to improve the education of Indigenous students enrolled at an inner-city urban alternative high school for adolescent… (more)

Subjects/Keywords: critical pedagogy; critical mathematics; critical literacy; critical media literacy; Indigenous; Aboriginal; Action research; Education

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APA (6th Edition):

Hunter, T. (2016). Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32040

Chicago Manual of Style (16th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Masters Thesis, University of Manitoba. Accessed February 18, 2020. http://hdl.handle.net/1993/32040.

MLA Handbook (7th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Web. 18 Feb 2020.

Vancouver:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1993/32040.

Council of Science Editors:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32040


University of Wollongong

10. Fajardo, Margarita Felipe. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.

Degree: EdD, 2016, University of Wollongong

Critical literacy focuses on the connection between literacy and power (Lankshear & McLaren, 1993a). It examines how literacy practices are inextricably connected to social,… (more)

Subjects/Keywords: critical literacy; adolescent literacy; multimodal text; literacy pedagogy; professional learning

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APA (6th Edition):

Fajardo, M. F. (2016). Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. (Doctoral Dissertation). University of Wollongong. Retrieved from 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854

Chicago Manual of Style (16th Edition):

Fajardo, Margarita Felipe. “Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.” 2016. Doctoral Dissertation, University of Wollongong. Accessed February 18, 2020. 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854.

MLA Handbook (7th Edition):

Fajardo, Margarita Felipe. “Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.” 2016. Web. 18 Feb 2020.

Vancouver:

Fajardo MF. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2020 Feb 18]. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854.

Council of Science Editors:

Fajardo MF. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854


University of North Texas

11. Downey, Annie L. The State of the Field of Critical Information Literacy in Higher Education.

Degree: 2014, University of North Texas

 The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by… (more)

Subjects/Keywords: information literacy; critical information literacy; academic libraries; critical pedagogy; Information literacy  – Study and teaching (Higher)

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APA (6th Edition):

Downey, A. L. (2014). The State of the Field of Critical Information Literacy in Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799537/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Downey, Annie L. “The State of the Field of Critical Information Literacy in Higher Education.” 2014. Thesis, University of North Texas. Accessed February 18, 2020. https://digital.library.unt.edu/ark:/67531/metadc799537/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Downey, Annie L. “The State of the Field of Critical Information Literacy in Higher Education.” 2014. Web. 18 Feb 2020.

Vancouver:

Downey AL. The State of the Field of Critical Information Literacy in Higher Education. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799537/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Downey AL. The State of the Field of Critical Information Literacy in Higher Education. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc799537/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Iowa State University

12. Barlow, Wendy A. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.

Degree: 2019, Iowa State University

 During the past decade, literacy education has shifted from generalized reading strategies to instruction that pays particular attention to the ways in which members of… (more)

Subjects/Keywords: agency; critical disciplinary literacy; critical literacy; disciplinary literacy; English Language Arts; secondary education; Education

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APA (6th Edition):

Barlow, W. A. (2019). Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17397

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barlow, Wendy A. “Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.” 2019. Thesis, Iowa State University. Accessed February 18, 2020. https://lib.dr.iastate.edu/etd/17397.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barlow, Wendy A. “Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices.” 2019. Web. 18 Feb 2020.

Vancouver:

Barlow WA. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. [Internet] [Thesis]. Iowa State University; 2019. [cited 2020 Feb 18]. Available from: https://lib.dr.iastate.edu/etd/17397.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barlow WA. Stance, strategies, and agency: A collective case study of three secondary ELA teachers’ critical disciplinary literacy practices. [Thesis]. Iowa State University; 2019. Available from: https://lib.dr.iastate.edu/etd/17397

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. West, Craig K. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2017, University of Cincinnati

 Depictions of formal education are common in Young Adult literature, but there is little scholarship considering the way that formal education is positioned in the… (more)

Subjects/Keywords: Education; Young Adult Literature; Critical Discourse Analysis; Adolescent Literacy; Cluster Analysis; Critical Literacy; Critical Pedagoy

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APA (6th Edition):

West, C. K. (2017). Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269

Chicago Manual of Style (16th Edition):

West, Craig K. “Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed February 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.

MLA Handbook (7th Edition):

West, Craig K. “Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.” 2017. Web. 18 Feb 2020.

Vancouver:

West CK. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2020 Feb 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.

Council of Science Editors:

West CK. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269


UCLA

14. Mirra, Nicole. Getting the News from Poems: Critical Civic Pedagogy in Urban High School English Classrooms.

Degree: Education, 2012, UCLA

 American poet William Carlos Williams once wrote, "It is difficult to get the news from poems, but men die miserably every day from lack of… (more)

Subjects/Keywords: Education; Secondary education; civics; critical literacy; critical pedagogy; critical theory; literacy; urban education

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APA (6th Edition):

Mirra, N. (2012). Getting the News from Poems: Critical Civic Pedagogy in Urban High School English Classrooms. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/38b0791h

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mirra, Nicole. “Getting the News from Poems: Critical Civic Pedagogy in Urban High School English Classrooms.” 2012. Thesis, UCLA. Accessed February 18, 2020. http://www.escholarship.org/uc/item/38b0791h.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mirra, Nicole. “Getting the News from Poems: Critical Civic Pedagogy in Urban High School English Classrooms.” 2012. Web. 18 Feb 2020.

Vancouver:

Mirra N. Getting the News from Poems: Critical Civic Pedagogy in Urban High School English Classrooms. [Internet] [Thesis]. UCLA; 2012. [cited 2020 Feb 18]. Available from: http://www.escholarship.org/uc/item/38b0791h.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mirra N. Getting the News from Poems: Critical Civic Pedagogy in Urban High School English Classrooms. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/38b0791h

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


McMaster University

15. Siddiqui, Raafia. A comprehensive approach to health literacy: validating the All Aspects of Health Literacy Scale in a respresentative sample of Arabic-speaking adult Syrian refugees.

Degree: MSc, 2017, McMaster University

MASTER OF SCIENCE (2017), McMaster University, Hamilton ON (Department of Global Health) TITLE: A comprehensive approach to health literacy: validating the all aspects of health… (more)

Subjects/Keywords: health literacy; Syrian refugee; AAHLS; functional health literacy; communicative health literacy; critical health literacy; Canada

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APA (6th Edition):

Siddiqui, R. (2017). A comprehensive approach to health literacy: validating the All Aspects of Health Literacy Scale in a respresentative sample of Arabic-speaking adult Syrian refugees. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/22159

Chicago Manual of Style (16th Edition):

Siddiqui, Raafia. “A comprehensive approach to health literacy: validating the All Aspects of Health Literacy Scale in a respresentative sample of Arabic-speaking adult Syrian refugees.” 2017. Masters Thesis, McMaster University. Accessed February 18, 2020. http://hdl.handle.net/11375/22159.

MLA Handbook (7th Edition):

Siddiqui, Raafia. “A comprehensive approach to health literacy: validating the All Aspects of Health Literacy Scale in a respresentative sample of Arabic-speaking adult Syrian refugees.” 2017. Web. 18 Feb 2020.

Vancouver:

Siddiqui R. A comprehensive approach to health literacy: validating the All Aspects of Health Literacy Scale in a respresentative sample of Arabic-speaking adult Syrian refugees. [Internet] [Masters thesis]. McMaster University; 2017. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/11375/22159.

Council of Science Editors:

Siddiqui R. A comprehensive approach to health literacy: validating the All Aspects of Health Literacy Scale in a respresentative sample of Arabic-speaking adult Syrian refugees. [Masters Thesis]. McMaster University; 2017. Available from: http://hdl.handle.net/11375/22159


Virginia Tech

16. Woods, Daniel Richard. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.

Degree: PhD, Teaching and Learning, 2010, Virginia Tech

 In a time of high stakes tests and mounting pressures in favor of standardized curricula at all levels, teachers continue to work in the best… (more)

Subjects/Keywords: English Instruction; Teaching Methods; Secondary Education.; teacher education; critical literacy practitioners; Critical literacy; Literacy; Critical Theory

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APA (6th Edition):

Woods, D. R. (2010). Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26831

Chicago Manual of Style (16th Edition):

Woods, Daniel Richard. “Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 18, 2020. http://hdl.handle.net/10919/26831.

MLA Handbook (7th Edition):

Woods, Daniel Richard. “Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.” 2010. Web. 18 Feb 2020.

Vancouver:

Woods DR. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/10919/26831.

Council of Science Editors:

Woods DR. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26831


University of Toronto

17. Seck, Nicole. Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy.

Degree: 2010, University of Toronto

 This body of work endeavours to interrogate mainstream media and popular culture [mis]representations of racialized persons, in addition to the negative impact such imageries have… (more)

Subjects/Keywords: Critical Media Literacy; Anti-Racist Studies

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APA (6th Edition):

Seck, N. (2010). Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24638

Chicago Manual of Style (16th Edition):

Seck, Nicole. “Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy.” 2010. Masters Thesis, University of Toronto. Accessed February 18, 2020. http://hdl.handle.net/1807/24638.

MLA Handbook (7th Edition):

Seck, Nicole. “Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy.” 2010. Web. 18 Feb 2020.

Vancouver:

Seck N. Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1807/24638.

Council of Science Editors:

Seck N. Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24638

18. Kristalovich, Katherine A. Connecting to the world: learning about democracy through critical literacy in high school English language arts.

Degree: Curriculum, Teaching and Learning, 2011, University of Manitoba

 This qualitative research is a hermeneutic inquiry into learning about democracy through critical literacy in high school English language arts (ELA) education. The purpose of… (more)

Subjects/Keywords: Critical; Literacy

…these skills in their everyday lives; in particular, critical literacy skills and abilities. I… …have taken it upon myself to encourage, model, and explore critical literacy in my classroom… …literacy beyond basic functional literacy skills; critical literacy is capable of eliciting the… …that the ability to use critical literacy skills in English language arts encourages students… …foundations of their literacy practices. Through these understandings, critical dialogues can… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Kristalovich, K. A. (2011). Connecting to the world: learning about democracy through critical literacy in high school English language arts. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4324

Chicago Manual of Style (16th Edition):

Kristalovich, Katherine A. “Connecting to the world: learning about democracy through critical literacy in high school English language arts.” 2011. Masters Thesis, University of Manitoba. Accessed February 18, 2020. http://hdl.handle.net/1993/4324.

MLA Handbook (7th Edition):

Kristalovich, Katherine A. “Connecting to the world: learning about democracy through critical literacy in high school English language arts.” 2011. Web. 18 Feb 2020.

Vancouver:

Kristalovich KA. Connecting to the world: learning about democracy through critical literacy in high school English language arts. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1993/4324.

Council of Science Editors:

Kristalovich KA. Connecting to the world: learning about democracy through critical literacy in high school English language arts. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4324


University of Illinois – Chicago

19. Thompson, Kierstin H. 'The Right and Necessity to Examine Everything': Interpretation in a PLC and ELA Classroom.

Degree: 2016, University of Illinois – Chicago

 This dual case study first describes the critical literacy practices of four high school ELA teachers engaged in a professional learning community (PLC). Through sustained… (more)

Subjects/Keywords: critical literacy; PLC's; interpretation, ELA classroom

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APA (6th Edition):

Thompson, K. H. (2016). 'The Right and Necessity to Examine Everything': Interpretation in a PLC and ELA Classroom. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson, Kierstin H. “'The Right and Necessity to Examine Everything': Interpretation in a PLC and ELA Classroom.” 2016. Thesis, University of Illinois – Chicago. Accessed February 18, 2020. http://hdl.handle.net/10027/21577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson, Kierstin H. “'The Right and Necessity to Examine Everything': Interpretation in a PLC and ELA Classroom.” 2016. Web. 18 Feb 2020.

Vancouver:

Thompson KH. 'The Right and Necessity to Examine Everything': Interpretation in a PLC and ELA Classroom. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/10027/21577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson KH. 'The Right and Necessity to Examine Everything': Interpretation in a PLC and ELA Classroom. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Newcastle

20. Norman, Patrick. Embracing critical gobbledygook: finding a place for critical literacy in the Australian Curriculum (English).

Degree: 2013, University of Newcastle

Bachelor Honours - Bachelor of Teaching (Secondary) / Bachelor of Arts (Hons)

This project seeks to explore the complex relationship between Government policy and classroom… (more)

Subjects/Keywords: neoliberalism; Australian Curriculum; curriculum; critical literacy; teaching

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APA (6th Edition):

Norman, P. (2013). Embracing critical gobbledygook: finding a place for critical literacy in the Australian Curriculum (English). (Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1407310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Norman, Patrick. “Embracing critical gobbledygook: finding a place for critical literacy in the Australian Curriculum (English).” 2013. Thesis, University of Newcastle. Accessed February 18, 2020. http://hdl.handle.net/1959.13/1407310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Norman, Patrick. “Embracing critical gobbledygook: finding a place for critical literacy in the Australian Curriculum (English).” 2013. Web. 18 Feb 2020.

Vancouver:

Norman P. Embracing critical gobbledygook: finding a place for critical literacy in the Australian Curriculum (English). [Internet] [Thesis]. University of Newcastle; 2013. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1959.13/1407310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Norman P. Embracing critical gobbledygook: finding a place for critical literacy in the Australian Curriculum (English). [Thesis]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1407310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Australia

21. Wooldridge, Nathalie A. A collaborative exploration of critical literacy pedagogy :.

Degree: MEd, 1995, University of South Australia

Subjects/Keywords: Critical pedagogy; Literacy; Literacy

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APA (6th Edition):

Wooldridge, N. A. (1995). A collaborative exploration of critical literacy pedagogy :. (Thesis). University of South Australia. Retrieved from http://arrow.unisa.edu.au:8081/1959.8/83947 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wooldridge, Nathalie A. “A collaborative exploration of critical literacy pedagogy :.” 1995. Thesis, University of South Australia. Accessed February 18, 2020. http://arrow.unisa.edu.au:8081/1959.8/83947 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wooldridge, Nathalie A. “A collaborative exploration of critical literacy pedagogy :.” 1995. Web. 18 Feb 2020.

Vancouver:

Wooldridge NA. A collaborative exploration of critical literacy pedagogy :. [Internet] [Thesis]. University of South Australia; 1995. [cited 2020 Feb 18]. Available from: http://arrow.unisa.edu.au:8081/1959.8/83947 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wooldridge NA. A collaborative exploration of critical literacy pedagogy :. [Thesis]. University of South Australia; 1995. Available from: http://arrow.unisa.edu.au:8081/1959.8/83947 ; http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:42490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Ontario Institute of Technology

22. Scheidler-Benns, Joli. An investigation of adolescent girls??? critical media health literacy in a body-positive program.

Degree: 2016, University of Ontario Institute of Technology

 This Master???s thesis describes a research study that examines media artifacts created by 26 adolescent girls participating in a four-week body-positive program. Employing a qualitative… (more)

Subjects/Keywords: Critical media literacy; Health literacy; Body image; Self-esteem; Health determinants

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APA (6th Edition):

Scheidler-Benns, J. (2016). An investigation of adolescent girls??? critical media health literacy in a body-positive program. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Scheidler-Benns, Joli. “An investigation of adolescent girls??? critical media health literacy in a body-positive program.” 2016. Thesis, University of Ontario Institute of Technology. Accessed February 18, 2020. http://hdl.handle.net/10155/666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Scheidler-Benns, Joli. “An investigation of adolescent girls??? critical media health literacy in a body-positive program.” 2016. Web. 18 Feb 2020.

Vancouver:

Scheidler-Benns J. An investigation of adolescent girls??? critical media health literacy in a body-positive program. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/10155/666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scheidler-Benns J. An investigation of adolescent girls??? critical media health literacy in a body-positive program. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Newcastle

23. Ratcliffe, Ruth. Functional and critical literacy in Yo Sí Puedo an examination of Cuba’s literacy program through a Freirean lens.

Degree: MPhil, 2015, University of Newcastle

Masters Research - Master of Philosophy (MPhil)

The adult literacy program Yo Sí Puedo has taught an estimated 5 million people, predominantly although not exclusively… (more)

Subjects/Keywords: functional literacy; critical literacy; Freire; Cuba; oppression; liberation; education

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APA (6th Edition):

Ratcliffe, R. (2015). Functional and critical literacy in Yo Sí Puedo an examination of Cuba’s literacy program through a Freirean lens. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1059046

Chicago Manual of Style (16th Edition):

Ratcliffe, Ruth. “Functional and critical literacy in Yo Sí Puedo an examination of Cuba’s literacy program through a Freirean lens.” 2015. Masters Thesis, University of Newcastle. Accessed February 18, 2020. http://hdl.handle.net/1959.13/1059046.

MLA Handbook (7th Edition):

Ratcliffe, Ruth. “Functional and critical literacy in Yo Sí Puedo an examination of Cuba’s literacy program through a Freirean lens.” 2015. Web. 18 Feb 2020.

Vancouver:

Ratcliffe R. Functional and critical literacy in Yo Sí Puedo an examination of Cuba’s literacy program through a Freirean lens. [Internet] [Masters thesis]. University of Newcastle; 2015. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1959.13/1059046.

Council of Science Editors:

Ratcliffe R. Functional and critical literacy in Yo Sí Puedo an examination of Cuba’s literacy program through a Freirean lens. [Masters Thesis]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1059046

24. Lightner, Sarah Campbell. Using Supplementary Texts as Critical Companions to Enhance Adolescents’ Critical Literacy Practices in Book Club Discussions.

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 This study explored the ways in which seventh and eighth grade students in three small-group book discussions used and responded to Critical Companions, texts used… (more)

Subjects/Keywords: Education; Literacy; Intertextuality; Critical Literacy; Adolescents; Book Groups

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APA (6th Edition):

Lightner, S. C. (2017). Using Supplementary Texts as Critical Companions to Enhance Adolescents’ Critical Literacy Practices in Book Club Discussions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu150046279220399

Chicago Manual of Style (16th Edition):

Lightner, Sarah Campbell. “Using Supplementary Texts as Critical Companions to Enhance Adolescents’ Critical Literacy Practices in Book Club Discussions.” 2017. Doctoral Dissertation, The Ohio State University. Accessed February 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu150046279220399.

MLA Handbook (7th Edition):

Lightner, Sarah Campbell. “Using Supplementary Texts as Critical Companions to Enhance Adolescents’ Critical Literacy Practices in Book Club Discussions.” 2017. Web. 18 Feb 2020.

Vancouver:

Lightner SC. Using Supplementary Texts as Critical Companions to Enhance Adolescents’ Critical Literacy Practices in Book Club Discussions. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2020 Feb 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu150046279220399.

Council of Science Editors:

Lightner SC. Using Supplementary Texts as Critical Companions to Enhance Adolescents’ Critical Literacy Practices in Book Club Discussions. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu150046279220399


University of Southern California

25. Limon Recendez, Marisela. Critical media literacy in K-5 classrooms: three teachers' commitment to equity and access.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study applied critical theory along with the critical media literacy framework to help position and analyze this study. The framework was used as a… (more)

Subjects/Keywords: critical media literacy; media literacy; social justice; equity; access; elementary

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APA (6th Edition):

Limon Recendez, M. (2014). Critical media literacy in K-5 classrooms: three teachers' commitment to equity and access. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411227/rec/1705

Chicago Manual of Style (16th Edition):

Limon Recendez, Marisela. “Critical media literacy in K-5 classrooms: three teachers' commitment to equity and access.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411227/rec/1705.

MLA Handbook (7th Edition):

Limon Recendez, Marisela. “Critical media literacy in K-5 classrooms: three teachers' commitment to equity and access.” 2014. Web. 18 Feb 2020.

Vancouver:

Limon Recendez M. Critical media literacy in K-5 classrooms: three teachers' commitment to equity and access. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Feb 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411227/rec/1705.

Council of Science Editors:

Limon Recendez M. Critical media literacy in K-5 classrooms: three teachers' commitment to equity and access. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/411227/rec/1705


University of Toronto

26. German, Katherine Rose. Schoolyard Farmers: Youth Writing Food Literacy Curriculum.

Degree: 2015, University of Toronto

This practitioner research study explores what happens when we invite youth to author curriculum. Ten high school students were hired into paid positions as curriculum… (more)

Subjects/Keywords: Critical Literacy; Curriculum; Food Justice; Food Literacy; Practitioner Research; Whiteness; 0727

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APA (6th Edition):

German, K. R. (2015). Schoolyard Farmers: Youth Writing Food Literacy Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70359

Chicago Manual of Style (16th Edition):

German, Katherine Rose. “Schoolyard Farmers: Youth Writing Food Literacy Curriculum.” 2015. Masters Thesis, University of Toronto. Accessed February 18, 2020. http://hdl.handle.net/1807/70359.

MLA Handbook (7th Edition):

German, Katherine Rose. “Schoolyard Farmers: Youth Writing Food Literacy Curriculum.” 2015. Web. 18 Feb 2020.

Vancouver:

German KR. Schoolyard Farmers: Youth Writing Food Literacy Curriculum. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1807/70359.

Council of Science Editors:

German KR. Schoolyard Farmers: Youth Writing Food Literacy Curriculum. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70359


University of Edinburgh

27. Schachter, Deborah. Bridging the gap between theory and practice : critical information literacy teaching in Canadian higher education.

Degree: Thesis (EdD), 2019, University of Edinburgh

 The 2016 publication of the ACRL Framework for Information Literacy led to extensive discussions in the academic library community on the theories and practices related… (more)

Subjects/Keywords: critical information literacy; information literacy teaching; library pedagogy

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APA (6th Edition):

Schachter, D. (2019). Bridging the gap between theory and practice : critical information literacy teaching in Canadian higher education. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/36071

Chicago Manual of Style (16th Edition):

Schachter, Deborah. “Bridging the gap between theory and practice : critical information literacy teaching in Canadian higher education.” 2019. Doctoral Dissertation, University of Edinburgh. Accessed February 18, 2020. http://hdl.handle.net/1842/36071.

MLA Handbook (7th Edition):

Schachter, Deborah. “Bridging the gap between theory and practice : critical information literacy teaching in Canadian higher education.” 2019. Web. 18 Feb 2020.

Vancouver:

Schachter D. Bridging the gap between theory and practice : critical information literacy teaching in Canadian higher education. [Internet] [Doctoral dissertation]. University of Edinburgh; 2019. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/1842/36071.

Council of Science Editors:

Schachter D. Bridging the gap between theory and practice : critical information literacy teaching in Canadian higher education. [Doctoral Dissertation]. University of Edinburgh; 2019. Available from: http://hdl.handle.net/1842/36071


University of North Texas

28. Taliaferro, Cheryl. Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan.

Degree: 2011, University of North Texas

 This qualitative, action research study was guided by two primary research questions. First, how do students negotiate aesthetic, efferent, and critical stances when reading a… (more)

Subjects/Keywords: Critical literacy; adolescent literacy; transactional theory; Rosenblatt; international literature; global literature

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APA (6th Edition):

Taliaferro, C. (2011). Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103398/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taliaferro, Cheryl. “Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan.” 2011. Thesis, University of North Texas. Accessed February 18, 2020. https://digital.library.unt.edu/ark:/67531/metadc103398/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taliaferro, Cheryl. “Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan.” 2011. Web. 18 Feb 2020.

Vancouver:

Taliaferro C. Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Feb 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103398/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taliaferro C. Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103398/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

29. Beauzac, Christolene Bernardine. The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula .

Degree: 2010, University of the Western Cape

 The research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom… (more)

Subjects/Keywords: Women; Illiteracy; Functional literacy; Critical literacy; ABET; Literacy programme; Ethnographic study; Empowerment; Development; Cape Peninsula

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APA (6th Edition):

Beauzac, C. B. (2010). The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Beauzac, Christolene Bernardine. “The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula .” 2010. Thesis, University of the Western Cape. Accessed February 18, 2020. http://hdl.handle.net/11394/2303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Beauzac, Christolene Bernardine. “The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula .” 2010. Web. 18 Feb 2020.

Vancouver:

Beauzac CB. The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/11394/2303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Beauzac CB. The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

30. Smith, Sharon Vitoria. Reading the immigrant experience: a critical discourse analysis of fifth grade students critically reading and discussing picture books about the immigrant experience.

Degree: PhD, Early Childhood Education, 2014, University of Georgia

 Reading the Immigrant Experience: A Critical Discourse Analysis of Fifth Grade Students Critically Reading and Discussing Picturebooks about the Immigrant Experience This qualitative study explored… (more)

Subjects/Keywords: critical literacy; critical discourse analysis; children’s literature; immigrant experience

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, S. V. (2014). Reading the immigrant experience: a critical discourse analysis of fifth grade students critically reading and discussing picture books about the immigrant experience. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smith_sharon_v_201405_phd

Chicago Manual of Style (16th Edition):

Smith, Sharon Vitoria. “Reading the immigrant experience: a critical discourse analysis of fifth grade students critically reading and discussing picture books about the immigrant experience.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020. http://purl.galileo.usg.edu/uga_etd/smith_sharon_v_201405_phd.

MLA Handbook (7th Edition):

Smith, Sharon Vitoria. “Reading the immigrant experience: a critical discourse analysis of fifth grade students critically reading and discussing picture books about the immigrant experience.” 2014. Web. 18 Feb 2020.

Vancouver:

Smith SV. Reading the immigrant experience: a critical discourse analysis of fifth grade students critically reading and discussing picture books about the immigrant experience. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 18]. Available from: http://purl.galileo.usg.edu/uga_etd/smith_sharon_v_201405_phd.

Council of Science Editors:

Smith SV. Reading the immigrant experience: a critical discourse analysis of fifth grade students critically reading and discussing picture books about the immigrant experience. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/smith_sharon_v_201405_phd

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