Introduction to critical literacies & social media

References

• Alvermann, D. E., J. S. Moon, and M. C. Hagood 1999. Popular Culture in the Classroom: Teaching & Researching Critical Media Literacy. Newark, DE: International Reading Association.
   Google Scholar
• Amgott, N. 2018. “Critical Literacy in #digitalactivism: Collaborative Choice & Action.” The International Journal of Information and Learning Technology 35 (5): 329–341. doi:10.1108/IJILT-05-2018-0060.
   Web of Science ®Google Scholar
• Aronson, B., L. Meyers, and V. Winn. 2020. ““Lies My Teacher [Educator] Still tells”: Using Critical Race Counternarratives to Disrupt Whiteness in Teacher Education.” The Teacher Educator 55 (3): 300–322. https://doi.org/10.1080/08878730.2020.1759743.
   Google Scholar
• Bazalgette, C., and D. Buckingham. 2012. “Literacy, Media & Multimodality: A Critical Response.” Literacy 47 (2): 95–102. https://doi.org/10.1111/j.1741-4369.2012.00666.x.
   Web of Science ®Google Scholar
• Brown, M., R. Ray, E. Summers, and N. Fraistat 2017. “#sayhername: A Case Study of Intersectional Social Media Activism.” Ethnic and Racial Studies 40 (11): 1831–1846. https://doi.org/10.1080/01419870.2017.1334934.
   Web of Science ®Google Scholar
• Burnett, C., and G. Merchant. 2011. “Is There a Space for Critical Literacy in the Context of Social Media?” English Teaching: Practice & Critique 10 (1): 41–57.
   Web of Science ®Google Scholar
• Campano, G., T. P. Nichols, and G. D. Player. 2020. “Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries.” In Vol. V. Handbook of Reading Research, edited by E. B. Moje, P. P. Afflerbach, P. Enciso, and N. K. Lesaux, 137–152. 1st ed. New York: Routledge.
   Google Scholar
• Chauvin, B. A. 2003. “Visual or Media Literacy?.” Journal of Visual Literacy 23 (2): 119–128. https://doi.org/10.1080/23796529.2003.11674596.
   Google Scholar
• Crenshaw, K. 1991. “Mapping the Margins: Intersectionality, Identity Politics, & Violence Against Women of Color.” Stanford Law Review 43 (6): 1241–1299. https://doi.org/10.2307/1229039.
   Google Scholar
• Fairclough, N. 2003. Analysing Discourse: Textual Analysis for Social Research. London & New York: Routledge.
   Google Scholar
• Francis, D. 2023. Queer Activism in South African Education: Disrupting Cis(hetero)normativity in Schools. London: Routledge.
   Google Scholar
• Gonzales, G. C., E. Machado, and L. Plitkins. 2023. ““I Bring Them Here to Tell Their stories”: Transnational Latina mothers’ Critical Literacy Practices in an Intergenerational Storytelling Workshop.” Journal of Adolescent & Adult Literacy 66 (5): 308–318. https://doi.org/10.1002/jaal.1280.
   Web of Science ®Google Scholar
• Govender, N. 2023. “Critical Literacies and the Conditions of Decolonial Possibility.” In Young People Shaping Democratic Politics: Interrogating Inclusion, Mobilising Education, edited by I. Rivers and C. L. Lovin, 235–260. Cham: Springer International Publishing.
   Google Scholar
• Govender, N., and G. Andrews. 2021. “Queer Critical Literacies.” In The Handbook of Critical Literacies, edited by J. Z. Pandya, R. A. Mora, J. Alford, N. A. Golden, and R. S. de Roock, 82–93. New York: Routledge.
   Google Scholar
• Halliday, M. 1985. An Introduction to Functional Grammar. London: Edward Arnold.
   Google Scholar
• Heiligmann, R., and V. R. Shields 2005. “Media Literacy, Visual Syntax & Magazine Advertisements: Conceptualizing the Consumption of Reading by Media Literate Subjects.” Journal of Visual Literacy 25 (1): 41–66. https://doi.org/10.1080/23796529.2005.11674616.
   Google Scholar
• Janks, H. 2010. Literacy & Power. London: Routledge.
   Google Scholar
• Janks, H. 2013. “Critical Literacy in Teaching and Research 1.” Education Inquiry 4 (2): 225–242. https://doi.org/10.3402/edui.v4i2.22071.
   Google Scholar
• Kress, G. 2015. ”Semiotic work: Applied Linguistics & a Social Semiotic Account of Multimodality”. In Aila Review, 28(1): 49–71. https://doi.org/10.1075/aila.28.03kre.
   Web of Science ®Google Scholar
• Kress, G., and T. Van Leeuwen. 2006. Reading Images: The Grammar of Visual Design. 2nd ed. London & New York: Routledge.
   Google Scholar
• Ladson-Billings, G. 2014. “Culturally Relevant Pedagogy 2.0: Aka the Remix.” Harvard Educational Review 84 (1): 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751.
   Web of Science ®Google Scholar
• Ladson-Billings, G. 2023. “”Yes, but How Do We Do It?”: Practicing Culturally Relevant Pedagogy.” In White Teachers/Diverse Classrooms, edited by A. Ayers, G. LadsonBillings, G. Michie, and P. A. Noguera, 33–46. New York: Routledge.
   Google Scholar
• @lgbt. 2023. “Yasmine Benoit on Writing Asexuality into Season 4 of Sex Education.” Instagram post, 24 September 2023, retrieved 24.09.2023 from https://www.instagram.com/p/CxlQfk4rqjT/?utm_source=ig_web_copy_link.
   Google Scholar
• Messaris, P. 1997. Visual Persuasion: The Role of Images in Advertising. Thousand Oaks, CA: Sage.
   Google Scholar
• Morrell, E. 2003. “Writing the Word and the World: Critical Literacy as Critical Textual Production.” Conference on College Composition & Communication, New York.
   Google Scholar
• Pahl, K., and J. Rowsell. 2020. Living Literacies: Literacy for Social Change. Cambridge, Massachusetts: MiT Press.
   Google Scholar
• Pannen, E. 2023. ““How’s a woman gonna respect you as a man if people don’t fear you?”: Gender representations of Andrew Tate.” Unpublished Thesis, University of Jyväskylä.
   Google Scholar
• Panofsky, E. 1955. Meaning in the Visual Arts. New York: Doubleday.
   Google Scholar
• Paris, D. 2021. “Culturally Sustaining Pedagogies and Our Futures.” The Educational Forum 85 (4): 364–376. Routledge. https://doi.org/10.1080/00131725.2021.1957634.
   Web of Science ®Google Scholar
• Paris, D., and H. S. Alim. 2014. “What are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward.” Harvard Educational Review 84 (1): 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77.
   Web of Science ®Google Scholar
• Perry, M. 2020. “Pluriversal Literacies: Affect & Relationality in Vulnerable Times.” Reading Research Quarterly 56 (2): 293–309. https://doi.org/10.1002/rrq.312.
   Web of Science ®Google Scholar
• Sayogie, F., M. Farkhan, J. Zubair, H. P, H. S. F. Hakim, and M. G. Wiralaksana. 2023. “Patriarchal Ideology, Andrew Tate & Rumble’s Podcasts.” Language, Linguistics & Literature: The Southeast Asian Journal of English Language Studies 29 (2): 2–12. https://doi.org/10.17576/3L-2023-2902-01.
   Google Scholar
• Serafini, F. 2011. “Expanding Perspectives for Comprehending Visual Images in Multimodal Texts.” Journal of Adolescent & Adult Literacy 54 (5): 342–350. https://doi.org/10.1598/JAAL.54.5.4.
   Web of Science ®Google Scholar
• Talib, S. 2018. “Social Media Pedagogy: Applying an Interdisciplinary Approach to Teach Multimodal Critical Digital Literacy.” E-Learning & Digital Media 15 (2): 55–66. https://doi.org/10.1177/2042753018756904.
   Google Scholar
• van Leeuwen, T. 2017. “Multimodal Literacy.” Metaphor 4:17–23. https://search.informit.org/doi/10.3316/aeipt.219392.
   Google Scholar
• Vasquez, V. M., H. Janks, and B. Comber 2019. “Critical Literacy as a Way of Being & Doing.” Language Arts 96 (5): 300–311. https://www.jstor.org/stable/26779071.
   Google Scholar
• Wargo, J. M. 2019. “Lights! Cameras! Genders? Interrupting Hate Through Classroom Tinkering, Digital Media Production & [Q]ulturally Sustaining Arts-Based Inquiry.” Theory into Practice 58 (1): 18–28. https://doi.org/10.1080/00405841.2018.1536919.
   Web of Science ®Google Scholar
• We are social. (2022). Digital 2022: July Global Statshot Report. Accessed October 18, 2022 from https://wearesocial.com/uk/blog/2022/07/the-global-state-of-digital-in-july-2022/.
   Google Scholar
• Wiggins, B. E., and G. B. Bowers. 2015. “Memes as Genre: A Structurational Analysis of the Memescape.” New Media & Society 17 (11): 1886–1906. https://doi.org/10.1177/1461444814535194.
   Web of Science ®Google Scholar