In this article, the authors argue that teachers and researchers must expand current verbo- and logo-centric definitions of critical literacy to recognize how texts and responses are embodied. Ethnographic data illustrate the ways that youth perform critical literacy in ways that educators might not always be prepared to see, hear, or acknowledge.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; var addthis_config = {"data_track_addressbar":true,"ui_click":true}; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00405841.2012.636333
展开▼
机译：在本文中，作者认为，教师和研究人员必须扩展当前以言语和徽标为中心的批判素养的定义，以识别文本和回应的体现方式。人种学数据说明了青年人可能并不总是准备去看，听或认可的方式来表现青年识字的能力。查看全文下载全文相关的变量netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}; var addthis_config = {“ data_track_addressbar”：true，“ ui_click”：true};添加到候选列表链接永久链接http://dx.doi.org/10.1080/00405841.2012.636333
展开▼
