Literacy is not a set of abstract qualities or skills practised independently of the text at hand. It is the investigation of purposes, types of texts and ways of readings, and is profoundly contextual and active. A contemporary definition of literacy should therefore include a critical component. There are three main uses of the word ‘critical’ that are significant in relation to discussion of literacy. The first identifies a particular disposition. The second proposes social action or change as a necessary outcome of a critical approach. The third develops a context for learning. Each has implications for the way a senior secondary course might be constructed and taught. View Article...