ABSTRACT
There is a movement in critical literacy curriculum and pedagogy to study “everyday texts,” i.e., the texts we encounter daily on billboards, in mailboxes, on TV, school cafeteria menus, and clothing labels (Vasquez, 2004). This move recognizes how young people analyze “literary” texts as well as texts that have personal meaning and broad social implications in worlds beyond school. In noting this, we do not mean to dichotomize school and everyday texts, but to emphasize rich opportunities available through integrating young people's “out of school” textual engagements into schoolwork.
