Critical Thinking and Literacy

Critical Literacy Thinking

The conflicting sources of information cause confusion or trouble for the students since what they see in the real world and what they are being presented as a source of information do not comply with each other (Rajalingam 01:03-01:23). What they might learn in class might not be practically applicable in the real world. This would certainly cause their shakiness over the credibility of the sources and perceiving their value for trustworthiness.

I, as an instructor, might not personally select information and present it to the class. Rather I might want to adopt an inductive approach. For example, when I give the class some information and a form of the valuable source from where I obtained it, I might want them to copy or imitate the credibility and value of similar sources. Rather, when I would be giving the entire control to the students to sources and information on their own, they would want to dig deeper into the research, explore the possibilities on their own, scrutinize whether a source is credible, and whether to double-check it on other websites for its credibility. Also, in this way, they would be a much stronger position to critically examine what they have come up with, why they chose the sources of information and, why they disregarded the other, what factors led them to find the selected sources as credible ones and would be more confidently able to dialogue their choice of work with the class instructor. This would make their research projects more meaningful as they would have their voice. I want to make students learn that critical literacy is not just a task of collecting information online; rather, it is about creating meaning out of the collected information. The amalgamation of the rationales would enable them to describe the literature with their interpretation instead of imitation.