Critical Literacy and Problem-Posing Questions

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1. Who or what is the focus of the text? Whose voices are represented?

1. Whose perspective does the author favor?

2. WHO IS DOING THE TALKING?

3. What is fair in this character’s life? What is unfair?

4. What gender is favored or viewed as more dominant?

5. What ethnic group (or race) is most common or favored?

6. What emotional or physical state seems the best or treated better?

7. Who is in the text/illustration/situation?

8. WHAT DO YOU THINK __________CHARACTER IS THINKING

IN THIS PICTURE?

1. Who is the hero? Who do you love in this text?

2. Who has the most power in the book?

   B. Frye Appalachian State University

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1. Who or what is missing from the text?

   1. WHY DON’T WE EVER HEAR ABOUT ____________ character or HEAR ______________SPEAK?

   2. WHO DOESN’T TALK?

   3. Why do you think ____________(name of character) doesn’t have a

      voice or DOESN’T TALK?

   4. Whose perspective is missing?

   5. What ethnic group (or race, gender, class, etc.) is uncommon?

   6. Who doesn’t have much or any power?

2. Who or what is marginalized?

   1. Does the author favor one gender over another?

   2. WHOSE SIDE IS THE AUTHOR ON?

   3. What viewpoint or perspective is ridiculed?

   4. WHO IS BEING HURT UNFAIRLY?

   5. Who is perceived to be different because of their beliefs or appearance or status?

   6. What place or characters do other characters scorn?

   7. What place do the characters dislike?

   8. Are people with diverse or creative ideas thought of as strange or are

      they admired in this text?

   9. How are people with less wealth treated? Those with more wealth?

   10. Are people with certain traits (body types, hair, clothes, personal

       belongings, or attitudes) admired in this text? Who or what might not be admired?

3. What does the author want the reader to think?

   1. Why do you think the author wrote this book? What are the intentions of the author?

   2. What is the author’s message or big idea to share with the world?

   3. What do the “good” characters do that make them seem good or

      positive? What do the characters do that are portrayed negatively?

   4. WHAT DOES THE BOOK WANT ME TO BELIEVE?

   5. WHAT DO YOU THINK _________ IS THINKING IN THIS

      PICTURE?

   6. Alternatively, you may wish to ask a yes/no type of question to get

      students to think more philosophically about issues. (e.g., Does a person have to face danger in order to be brave?)

B. Frye Appalachian State University

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1. What story might an alternative (contrasting) text tell?

   1. What might be an alternative text?

   2. What would an alternative text/picture/situation suggest?

   3. WHAT WOULD _____________SAY IF SHE/HE/THEY TOLD THE

      STORY?

2. How can I use this information to promote equity and justice?

   1. What is a lesson I have learned about justice and fairness?

   2. What action could I take or initiate now that I understand this text in a

      different way?

   3. How can I live my life differently because of what I have learned?

   4. How will my attitude or actions change about this topic?

   5. What could I do to change a rule, procedure, or attitude that is unfair

      or unjust?

   6. WHAT COULD I DO TO HELP THOSE WHO ARE TREATED

      UNFAIRLY?

   7. WHAT COULD I DO TO CHANGE THINGS IN MY COMMUNITY

      THAT ARE UNJUST?

   8.  

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      References

   Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

   McLaughlin, M., & DeVoogd, G.L. (2004). Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic.

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