Abstract of

Democracy's Young Heroes: An Instructional Model of Critical Literacy Practices

A. Vincent Ciardiello

This article presents an instructional strategy that helps young students perform critical literacy practices that incorporate democratic ideals. The model outlines a plan to stimulate young people's critical engagement with social justice issues. The model features an actual historical event involving young activists in civil rights. The author attempts to show how young learners can identify with the hopes and aspirations of historical figures their own age. Critical literacy is defined here as a set of literacy practices and civic competencies that help the learner develop awareness that texts represent particular points of view while simultaneously silencing other views. The critical literacy practices developed in this model examine multiple perspectives: finding one's authentic voice, recognizing social barriers and crossing borders of separation, regaining one's identity, and listening and responding to the call of service. Underlying each of these critical practices is the democratic vision of justice and fair play for all people. The purpose of teaching these literacy practices is to help students become critically competent and caring citizens. The practices of critical literacy can be performed by students who are taught in a learning environment that encourages critical analysis of social justice issues, age-appropriate civic responsibilities, and adherence to democratic principles.

Abstract from Ciardiello, A. (2004, October). Democracy's Young Heroes: An Instructional Model of Critical Literacy Practices. The Reading Teacher, 58(2), 138–147. doi: 10.1598/RT.58.2.2