Critical Literacy in University Foreign Language Teaching
Dr. Ivana Rončević, Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia.
Manuscript received on February 20, 2018. | Revised Manuscript received on February 22, 2018. | Manuscript published on March 15, 2018. | PP: 1-7 | Volume-3 Issue-1, March 2018. | Retrieval Number: A0170033118
Open Access | Ethics and Policies | Cite
© The Authors. Published By: Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: In the era of ‘post-truth’ and accelerated information flows with increasingly populist sources of various content, like social networks, critical literacy skills are coming more into focus in education, as every individual needs to be able to discern relevant from irrelevant information and to develop an informed and independent viewpoint on a given topic. The paper deals with the development and assessment of critical literacy skills of teacher education students in Croatia based on the discussion and written analysis of online opinion-based texts. The pre-experimental one-group pretest-posttest design was used to assess student critical literacy skills. Results indicate significant improvement in the tested skills when comparing the pre-test and the post-test results. The findings are seen as an incentive for further research and development of education materials related to critical literacy.
Keywords: Critical Literacy, Critical Thinking, Teacher Education, Foreign Language Teaching.