Scholarlink

<p>This thematic literature review examines critical literacies in upper primary education, focusing on the Australian context while considering international perspectives. Through analysis of recent research literature (2014–2024), the review identifies four key themes: conceptual understandings of critical literacy, critical digital and media literacies including generative artificial intelligence, sociocultural and social justice perspectives and pedagogical approaches. The findings reveal a significant disconnect between curriculum aspirations and classroom implementation, particularly in critical digital literacies and culturally responsive pedagogies. While critical literacy frameworks are increasingly embedded in curriculum documents, their practical implementation remains challenged by standardised literacy practices, limited professional learning opportunities and constraints on teacher agency. The review highlights the need for sustained professional development that bridges theoretical understanding and classroom practice, especially considering emerging technologies and diverse student populations. Future research directions include investigating artificial intelligence’s impact on critical literacy and examining implementation across varied sociocultural contexts.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Critical literacies in upper primary in Australia (2014–2024): a thematic literature review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月24日

查看全文
  • Edwin Creely,
  • Graham Parr,
  • Hannah Richardson,
  • Kelly Carabott,
  • Amber McLeod,
  • Janet Scull

摘要

This thematic literature review examines critical literacies in upper primary education, focusing on the Australian context while considering international perspectives. Through analysis of recent research literature (2014–2024), the review identifies four key themes: conceptual understandings of critical literacy, critical digital and media literacies including generative artificial intelligence, sociocultural and social justice perspectives and pedagogical approaches. The findings reveal a significant disconnect between curriculum aspirations and classroom implementation, particularly in critical digital literacies and culturally responsive pedagogies. While critical literacy frameworks are increasingly embedded in curriculum documents, their practical implementation remains challenged by standardised literacy practices, limited professional learning opportunities and constraints on teacher agency. The review highlights the need for sustained professional development that bridges theoretical understanding and classroom practice, especially considering emerging technologies and diverse student populations. Future research directions include investigating artificial intelligence’s impact on critical literacy and examining implementation across varied sociocultural contexts.