Inventing expert in English language arts: A case study of critical literacies in a third grade classroom

Drawing from data generated during the 2016-2017 academic year, this study centred on U.S. children’s design of two critical literacies compositions—a letter to Congress and a persuasive multimodal text. Situated within an integrated unit focused on (im)migrants, children asked legislators to act on the GOP Administration’s proposed border wall and the #MuslimBan. Simultaneously, their teacher took steps to engage students in critical literacies conversations about access in/to the United States. Using a case study design, I investigated the following: How might traditional perceptions of ‘expert’ shift as children engage in critical literacies using varied materials and technologies? Specifically, I highlight how, by engaging an expansive skill set of communicative practices, children designed texts and enacted identities related to civic agency. Through multimodal composing, one nine-year-old white boy exemplified how children highlight knowledge beyond what is captured in a written text. His multimodal response illuminated his deep understanding of the obstacles faced by (im)migrants as they traverse boundaries. To alleviate such challenges, he “invented” both a transportable water filter cup and a fishing tool and engaged in critical making. When provided with opportunities to compose multimodally, the child—a white boy marked as “behind” in literacy—demonstrated rich content knowledge not readily visible in his written responses. His compositions disrupted understandings of expert with regard to elementary writing and critical literacies.