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MIAMI UNIVERSITY the Graduate School MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Vanessa Grace Winn Candidate for the Degree DOCTOR OF PHILOSOPHY ______________________________________ Brittany Aronson, Director ______________________________________ Lisa Weems, Director ______________________________________ Thomas Poetter, Reader ______________________________________ Katherine Batchelor, Graduate School Representative ABSTRACT CRITICAL LITERACY BOOK CLUB: MAKING SENSE OF CRITICAL LITERACY AND DIVERSE, SOCIAL ISSUES PICTUREBOOKS WITH PRESERVICE TEACHERS by Vanessa G. Winn The purpose of this research inquiry was to understand how preservice teachers, in the social engagement of a book club meeting, understand critical literacy and narrate their positionalities. The research question asked are (1) How does a critical literacy book club serve as a social space for preservice teachers to construct critical literacy? And (2) How do preservice teachers narrate their positionality while participating in a critical literacy book club reading social issues picturebooks? A case study method bounded the scope of this research to the book club session meetings and all participants involved. The data produced from the case study which utilized post-structural frameworks on critical literacy was analyzed qualitatively using three rounds of coding: categorizing, in vivo coding, and conceptual coding to determine themes that answer the research questions. The findings suggest that preservice teachers benefit from familiarizing themselves with socio-cultural content in texts, personally engaging with the texts in conversation, and supporting one another when discussing texts. Critical literacy was primarily understood as traditional reading. Also discussed is how preservice teachers responded differentially to representations of social identity differences in the texts and in turn constructed their own and others’ positionality. In conclusion, recommendations are made for book clubs as a research site, the role of the researcher in a critical literacy book club, and book club text selection. Keywords: critical literacy, picturebooks, social issues texts, social justice CRITICAL LITERACY BOOK CLUB: MAKING SENSE OF CRITICAL LITERACY AND DIVERSE, SOCIAL ISSUES PICTUREBOOKS WITH PRESERVICE TEACHERS A DISSERTATION Presented to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational Leadership by Vanessa G. Winn The Graduate School Miami University Oxford, Ohio 2018 Dissertation Directors: Drs. Brittany Aronson & Lisa Weems © Vanessa G. Winn 2018 TABLE OF CONTENTS Chapter One: Introduction to the Study .............................................................................. 1 Organizing Books ........................................................................................................... 1 Organization of Chapter One .......................................................................................... 3 Motivation for the Study ................................................................................................. 3 Motivations from Teaching Experience...................................................................... 3 A Mother’s Motivation: “Raising Readers” ............................................................... 8 Importance of the Study ................................................................................................ 10 Research Questions ....................................................................................................... 12 The White Social Identities of Preservice Teachers and Whiteness ............................. 13 Conceptual Frameworks: Critical Literacy and Social Justice ..................................... 14 Introduction to Conceptual Frameworks .................................................................. 14 Conceptual Framework: Critical Literacy ................................................................ 16 Reading and Politics: Aren’t Reading, Literacy, and Critical Literacy all the Same Thing? ................................................................................................................... 16 Reading and Literacy ............................................................................................ 16 The Reading Wars............................................................................................. 17 The National Reading Report ........................................................................... 18 1970s – When Reading Became Literacy ......................................................... 20 How Critical Literacy is Used Across Academic Fields of Study ........................ 21 Table Two: Critical Literacy Across Academic Fields of Study .......................... 21 New Literacy Studies ........................................................................................ 23 Multiliteracies ................................................................................................... 23 Critical Literacies .............................................................................................. 25 Critical Pedagogy .......................................................................................... 26 Text Analytic Approaches ............................................................................ 26 Hilary Janks’ (2010) Synthesis Model .................................................................. 27 Conceptual Framework: What is Social Justice in Preservice Teacher Education? . 29 Multiculturalism .................................................................................................... 30 Critical Multiculturalism ....................................................................................... 32 Critical Multiculturalism and Anti-Racist Education ....................................... 32 Critical Multiculturalism and Critical Race Theory ......................................... 33 Critical Multiculturalism and Critical Pedagogy .............................................. 34 iii Critical Multiculturalism Conclusion ................................................................... 34 Critical Social Justice ............................................................................................ 35 Keeping “Social Justice” in Teacher Preparation Programs: Words Matter, Social Justice, and NCATE.............................................................................................. 35 Social Justice and Critical Literacy............................................................................... 36 Diverse, Social Issues Picturebooks ............................................................................. 38 Selecting Diverse Literature ..................................................................................... 44 Social Issues Texts .................................................................................................... 45 Diverse, Social Issues Picturebooks and Critical Literacy ....................................... 47 Critical Literacy Meets Social Justice in This Study: A Critical Literacy Book Club and the Importance of This Study ................................................................................. 49 Organization of the Dissertation ................................................................................... 50 Chapter Two: Literature Reviews on Critical Literacy with Preservice Teachers and Book Clubs in Education ............................................................................................................ 52 Introduction to Literature Review on Critical Literacy with Preservice Teachers ....... 52 Methods of Research Study Selection ...................................................................... 52 2002 - 2017 ........................................................................................................... 52 United States Context ........................................................................................... 53 Search Methods ..................................................................................................... 53 Types of Studies, Preservice Teacher Preparation & Journals of Publication ...... 53 Findings in the Literature .......................................................................................... 55 How Critical Literacy is Theorized in Current Research on Critical Literacy with Preservice Teachers .............................................................................................. 55 What Preservice Teachers Believe about Reading and Literacy .......................... 56 Prior Experience for Preservice Teachers Matters............................................ 56 Critical Thinking and Critical Literacy ............................................................. 57 Reading and Critical Literacy ........................................................................... 57 Literacy is Epistemological............................................................................... 58 Beliefs about what literacy is and how one defines literacy are crucially intertwined. ................................................................................................... 58 Research Results: How Preservice Teachers Respond to Critical Literacy .............. 59 Ways that Preservice Teachers say “No” to Critical Literacy .............................. 59 Standards
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