Language Arts - Volume 96, Issue 5, 2019

This article focuses on critical literacy as a way of being and doing around the globe. Orientations to critical literacy, models for instruction, key aspects, and new directions are shared.

In this column, we engage Dr. Hilary Janks in a dialogue about critical literacy. Specifically, Dr. Janks discusses how teachers and teacher educators can utilize her four-part framework to advance critical literacy in K–8 classrooms.

Reading LGBTQ-inclusive books and discussing issues of power, justice, and fairness can make full-class read-alouds a space for meaningful social justice work with students.

In this column, we feature quality children’s literature that supports critical literacies engagement in the classroom and for the independent reader.

This article examines how sports culture can provide accessible avenues for exploring sociopolitical issues and developing valuable critical literacy practices in the language arts classroom.

In this column, the author takes a critical perspective on life writing and argues that language arts classrooms should incorporate the use of children’s nonfiction and literacy practices that support multiple identities, languages, modes, and histories.