Engage learners consciously, reflectively, and critically in using texts to understand their world¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (1 qualitative, 1 design), q2 · 1 of 2 report an effect size · 2 claims rest on one study

Description¶

As its forward-looking agenda, the article argues for educational psychology research examining "how learners may be consciously, reflectively, and critically engaged in using texts to understand their world". This strategy directs instruction and research toward deliberate, reflective, critical engagement with texts as instruments for understanding learners' own worlds.

Design Implications¶

Context¶

Requirements¶

• Learners need texts and instructional support that permit conscious, reflective, and critical engagement with the worldviews texts present.

Constraints¶

• The article frames this as a direction for future research rather than a validated instructional procedure.

Target Learners¶

• learners studied in educational psychology

Target Learning Goals¶

• using texts to understand one's world
• critical engagement with textual values

Affordances¶

• Culturalized Comprehension Framework

Claims¶

• Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations [+W]
• Critical speculative design pedagogy supports critical consciousness and justice-oriented sensemaking in science [+W]

Related Strategies¶

• Culturally and Historically Responsive Literacy

Examples¶

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Key Sources¶

• Alexandra List, Gala S. Campos Oaxaca, Hongcui Du, Hye Yeon Lee, Bailing Lyu. (2023). Critical culturalized comprehension: exploring culture as learners thinking about texts. Educational Psychologist. https://doi.org/10.1080/00461520.2023.2266028