ABSTRACT
This chapter explores the potential of redesign as a classroom method for critical literacy education. The overarching question posed in this study is as follows: How can redesign be used to develop critical literacy skills in students? To answer this question, the chapter examines two redesign projects carried out with secondary school students and explores their potential for promoting critical literacy skills. To begin, the chapter explains the social semiotic perspective on text and communication, and how it is relevant to critical literacy education, before delving into the concept of redesign and its significance in critical literacy research. The chapter then provides an account of the studied projects' processes and outcomes and demonstrates their potential for fostering critical literacy skills among the students. The chapter concludes by highlighting the necessary elements for effective implementation of redesign as a method for critical literacy education. Redesign can be a valuable tool for promoting critical thinking, challenging dominant ideologies, and engaging students in social issues.
