Critical Reflection

In his study, Hazard (2019) argues that “identity, literacy, and education are socially constructed” (p.8), a view based on the theory of Social Constructivism. Vygotsky (1978) emphasized in his theory of the “zone of proximal development (ZPD)” that learners can improve their cognitive abilities through “scaffolding” when interacting with more experienced individuals (e.g., teachers, parents, peers). Therefore, learning is not just an internal process within the individual, but a process of socialization.

A person’s identity is not a priori fixed but is gradually formed under the influence of social interaction, cultural background, language, and educational environment because an individual’s self-identity is a dynamic and self-constructed process that is shaped through interaction with others, cultural values, and social structures.

Literacy is not a fixed skill, but an evolving concept that changes with societal needs and technological advancements(Kress,2010). Traditionally, literacy has been considered an individual’s skill, i.e., the ability to read, write, and understand texts. However, Hazard (2019) argues that the definition and development of literacy is influenced by social and cultural contexts, that education reflects social values and is influenced by policies, norms, and cultural expectations, and that modern teaching methods place more emphasis on cooperative learning, inquiry-based learning, and project-based learning.

The author believes that the curriculum is socially constructed, and the content and standards of the curriculum are determined by society. In addition, he pointed out that assessment strategies should be authentic, collaborative, and process-oriented, enabling students to apply knowledge in meaningful contexts. Standardized tests (e.g., SAT, IELTS) were once seen as the primary measure of student ability, but in recent years, there has been a growing trend in education to use project-based learning (PBL), portfolio assessment, and formative assessment to assess student ability more comprehensively (Wiggins & McTighe, 2005)

To meet the needs of diverse students, teachers must adopt a culturally responsive approach to instruction, which includes integrating students’ linguistic and cultural backgrounds into the curriculum and using differentiated instruction to meet different learning needs. Multimodal teaching methods, such as combining visual, auditory, and kinesthetic learning strategies, help engage students with varying styles of learning (Jewitt, 2008). As educators, students should develop multimodal literacy and critical thinking, not just traditional reading and writing skills. The task of the educator is to use multiculturalism, technological integration, and personalized teaching strategies in the teaching process so that each student can find his or her place in a socially constructed e

 References

Hazard, P. (2019). Rethinking literacy and education in a digital age. Routledge.

Jewitt, C. (2008). Technology, literacy, learning: A multimodal approach. Routledge.

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press

Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.