Khamom, Htaik

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    Critical literacy strategies in higher education
    (2024-05-13) Khamom, Htaik; Soto Santiago, Sandra; University of Puerto Rico at Mayaguez; College of Arts and Sciences - Art; Quintero, Maria; Rivera, Rosita; Department of English; Zapata Medina, Rocío
    The field of critical literacy continues to increase in demand as various communities globally are subjected to exploitation both in the present and past, one of which being English language learners. This thesis explores specific topics found in literature, materials, application of critical literacy, particularly to learners’ personal and social lives, and learners’ perceptions of their personal and social environments from a critical literacy and critical pedagogy perspective. This study was designed as a qualitative case study. It included individual interviews with five participants in order to learn their perceptions on critical education. It also included a collection of participants' written responses on selected readings over a period of a semester that were used as data to analyze. Findings from the study indicate that both fiction and nonfiction can be instrumental in encouraging engagement. It also suggested that the use of literature with socially embedded themes can promote learners to critically connect with texts. Additionally, the realities of our communities may be a deterrent to learning but should still be implemented as topics in order to help acclimate learners to these real world occurrences. Most participants also shared that they strongly prefer group work because it helps them engage in learning. They also preferred the guiding role of the educator in the learning environment as opposed to a leading role. Furthermore, this research found the establishment of strict mandatory reading and annotation of assigned texts prior to the live class discussions, and the foregrounding of the wide range of critical texts usage that are relevant to the specific population of learners as strategies to promote critical literacy.