Adapting to curriculum change necessitates the evaluation of teaching and learning pedagogies. A new curriculum invites reflection on how knowledge is constructed and operationalised to extend higher order thinking in adolescent learners. This paper reviews contemporary empirical and theoretical literature identifying productive pedagogical practices associated with critical reading competencies in order to design and implement a curriculum intervention in a senior secondary Literature course.
- Knowledge and critical literacy
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language
- Literature and Literary Theory