Akademik Veri Yönetim Sistemi
Thinking Skills and Creativity, cilt.61, 2026 (SSCI, Scopus)
This study examines patterns of critical literacy in fourth-grade students' written responses to fairy tales in a Turkish public elementary school. Twenty-two students participated in a modular program designed to support critical literacy through deconstruction, reconstruction, and transformation of four familiar tales: Snow White, Cinderella, Puss in Boots, and Jack and the Beanstalk. Over 21 weeks, students engaged in a series of guided writing activities and produced both reconstructed and transformed versions of each tale, resulting in 176 texts analyzed through qualitative content analysis using a five-dimension critical literacy framework. The analysis reveals that "questioning the situation and/or value" was most frequently demonstrated in student writing, followed by "defining problems critically," "examining multiple perspectives," "taking social action," and "questioning one's own presuppositions." Students' reconstruction texts showed greater evidence of critical literacy dimensions compared to their transformation texts. The findings suggest that fourth-grade students can demonstrate multiple dimensions of critical literacy when working with familiar fairy tales, though some dimensions appear more readily than others in their writing. The study indicates that elementary students may benefit from extended exposure to process-oriented writing activities and varied textual materials when developing critical literacy skills.