FOKI Post

Goals- Professional Self:

Pre-FOKI: My immediate goal for my professional self is to complete school and take the things that I learned back to work to share with my colleagues and to use with my students. If all goes as planned, this will also be my last year in Graduate School (NLGL program), as I anticipate finishing in May of 2013. As a teacher, this will be a year of change for me in that the curriculum is moving to the Common Core. I hope that this course will give me a lot of new ideas to use in the lesson plans that I’ll be creating to fit the Common Core. In terms of my professional plans for the future, I want to stay in the classroom because the best part of my job is getting to interact with the students and help them grow in reading and writing. Perhaps one day, I will work for the county or state helping to write curriculum that fits the needs of students growing up in a global society.

Midterm Progress:

I noticed as I reviewed my professional goals, that many of them are long term. This semester has been trying in terms of trying to keep up with 2 graduate classes and do three to four separate lesson plans daily (inclusion, reg, advanced) that aligned to the new Common Core. It is rewarding though to feel as if my hard work is paying off and to be able to bring what I’ve learned back to my colleagues to share. I’ve talked to them about my multicultural literacy unit and my interest in having students read books that will expand their knowledge of social justice issues and diversity.

FOKI – Post:

I’m a pleased with the way that this class helped me achieve my professional goals. They’re always a work in progress but I learned some valuable information through our conversations in the Bookhenge, presentations, speakers, blogs, etc. The work that we did in this class – the projects in particular-  required higher level thinking and challenged me to think outside of the box. Because the Common Core is more evidence based, the projects we were given work(ed) well in the classroom (they aligned nicely with goals in the CC). I’ve shared ideas from this class with my colleagues and we have written unit plans for the new curriculum. The best part was being able to show my students what I’ve learned, the new technology, and get their opinions on topics we discussed in class during that week. One of my favorite classroom lessons was showing the students Adichie’s Danger of a Single Story. Their reactions and insights were one of the best conversations we’ve had this year.  This class also helped me tremendously in learning how to properly teach about multiculturalism, empathy, and issues of social justice

Goals – Literate Self:

Pre: FOKI: I would like to challenge myself to read books that I wouldn’t necessarily have selected based on my interests alone. As a teacher of adolescents, I think it’s important that I model to my students the idea of reading about things outside experiences that one can relate to. Last year I began a multicultural unit with my Advanced Language Arts students and I hope to modify and incorporate it into all of my classes. In order to do this, it is my goal to read a variety of different texts from all cultures so that I’m able to select books that will be engaging and valuable to my students and our goals in the unit.

Midterm Progress:

Thus far, I have made some progress in reading a variety of texts, but not very many that I can use with my students (due to the nature of the content). Two of the books I selected, “The Children and The Wolves” and the graphic novel, “Yummy: The Last Days of a Southside Shorty” both gave me new insights into issues of social justice. While I won’t use those two books with middle school students, I can find books that contain the same problems and address / discuss them in class.  The next book that I selected for our Change Project was Race by Marc Aronson.  I’ve only just begun reading and already I’ve made several cross curricular connections (they learn a lot of the same historical aspects that he recounts in the beginning of the novel). After having examined the table of contents, I feel absolutely sure that this book will bring new insights and issues to the table that will help me enhance my understanding (and teaching) of multiculturalism and race.

FOKI Post:  

This semester I met most of the goals I set for my “literate” self by reading a variety of different texts and analyzing them in my blog and for class disucssion.  Designing my action learning project helped me to look at literature in a more critical way and to examine the truths of what hass been written. Now when I select books for my students I will consider factors that contribute to their understanding of the world (in addition to the lit elements). I’ll consider what it teaches or address about social justice and look for aspects of authenticity and empathy. I’m glad that we were given multiple genres to read (novels, graphic novels, non-fiction, journals) because with each type, I learned a teaching strategy to use with my students.

 

Goals- Virtual Self:

Pre- FOKI: Setting personal goals for my virtual self is both an easy and yet daunting task. It’s easy because there’s so much I need to learn and so many Web based programs to use that generating a to do (or rather a ‘to learn’) list would not be difficult. That’s where the daunting part comes in. How can I ensure that I am using tools that are not only fun and engaging but are actually adding to students’ understanding of the objective I’m teaching? I’ve already been introduced to several new tools just in the first ECI 521 session  – I really like the idea of having my student produce trading cards as a get to know you activity. I know that I have a long way to go in developing my virtual self because I’ve only touched the surface of what’s available.  It is my goal, through trial and error, to find effective virtual tools for my students and for myself.

Midterm Progress:

Improving my virtual self has been a learning process! While I never expected it to be easy, I think I overestimated my tech savvy with Web 2.0 skills.  It has given me a new found appreciation for the frustration that our students feel when we explain something that is new to them and just expect that they’ll catch on (technology or content).  I’ve learned that I’ve got to slow down and really show them how to do something or I’ll lose them – I get lost if I try to move too quickly. I’ve also learned that you have to be creative! Technology is not perfect and it never will be so it’s important to keep an open mind and come up with alternatives/solutions to issues as they arise. While I cannot use Bookhenge at my school – which is unfortunate because they would LOVE the avatars – I do want to incorporate the bookcast idea. I’ll probably start on a lower level of Bloom’s and have them begin with a book report video as this will allow them time to learn the technology. I’ve learned a lot about using technology in this course, but I haven’t had an opportunity to really use it with my students yet.

 

FOKI Post

Overall, I would consider my virtual self a success. Perfect? No. But I did learn a lot about technology and took risks in my projects. My blog was not as dynamic as I would have liked, but I was pleased with the way that my action learning project turned out (my students enjoyed being the stars). The Bookhenge is still a bit of a mystery to me in terms of how many “worlds” are contained in Second Life. My students were very helpful in giving me new ideas for technology and even showing me how to do certain things (like trim Flip videos) and use Smart board tools more effectively. I’ll continue to improve my virtual self by trying new things and researching the latest ‘cool tools’ .

Action Learning Project!

 

Action Learning Project! Click here

Critical Reflection – Nonfiction – A Revelation

I’ll begin with an a-ha moment that I had this weekend while finishing my non-fiction Aronson book, “Race.”  Prior to reading this book, our class read an article written by the same author in which he argues against the necessity (and to some degree validity) of book awards that only consider authors who meet an “ethnicity/race” requirement. I found the evidence that he used to support his claim to be very opinion based and biased, although, I did not really understand why it was so. After having read his non-fiction book, I now have a greater insight as to why Aronson may take this particular position. This is not to say that I necessarily agree with him on all claims in the article, however, I am more understanding about how his past has shaped his perspective(s). Reading about his family’s history of religious persecution, subsequent immigration to United States, and the discrimination they faced as the hands of a “race” label sheds a whole new light on why he wouldn’t support something that has race as a crucial component. For me, this moment of clarity helps to solidify the importance of using nonfiction literature in the ELA classroom. I have suggested and supported the notion that reading about “others” helps to create a greater understand of and greater empathy for people that have experienced things outside the realm of our own experiences. I can now use myself as an example of how reading nonfiction literature helps us to see more than just a “single” story.  I would like to admit that in some ways, I am still making assumptions about Aronson’s reason for arguing against the ethnic based awards, however, the connections that I made by being given additional information helped me to see his story. This brings me to another point – teachers need to make sure our students understand that although stories – non-fiction and fiction- reveal things about people and places to us – the conclusions we draw should not be stated as fact unless the author has confirmed it.

Nonfiction: Why is the “stepchild” negelected?

1. Why does Aronson refer to nonfiction as a “neglected stepchild” and is this an accurate description?

For a number of reasons, that are probably related to negative childhood experiences with nonfiction, some teachers are less than thrilled to use it in their classrooms. As a result, nonfiction gets “put on the shelf” and fictional texts take precedence, particularly in the ELA classroom. However, those who do use nonfiction may become less the exception to the rule and more of just the rule, especially in light of the new Common Core requirements which places a heavy emphasis on nonfiction.

2. What’s the connection between boys and nonfiction?

As I thought about this question, I began to consider my students and categorize on the types of books that they select on their own when our class visits the media center. It surprised me that I’d never made the connection that the boys overwhelming tend to pick nonfiction texts.  Topics that seem to really resonate with my students (~ages 12-14) are war, sports, animals, crime stories, and biographies about men they admire (ranging from government officials to entertainers). Prior to reading the explanation for this, my own conclusions were that boys just weren’t very interested in the “drama” that typically makes up adolescent fictional literature. The exceptions to this observation were books in the science fiction/fantasy genre, graphic novels, or those that have a male protagonist who is relatable to a specific individual through similar hobbies, conflicts, etc.  An article that I read on OISlibrary blog (http://oislibrary.wordpress.com/2009/11/18/what-do-boys-want-non-fiction/) created a list (based on research, surveys, and experience) that outlines why boys tend to prefer non-fiction.

“Boys are more likely to read for a purpose, if they can see the point in it. What am I learning? What facts can I find? THIS is why boys often prefer non-fiction, books with photographs and captions…and “fun facts” books. These non-fiction interests can then spark an interest in the fiction books – sports, cars, animals, geography…Boys often crave the subject of the moment, and switch to new ones fast.”

Based on my own experiences, I would agree with generalization that boys prefer to read about things that provide them with the truth. This should be a major consideration for ELA teachers, especially if we want to engage male readers who may be less than thrilled to read because they “have to.”

3. Why should we and how can we include more nonfiction reading in our middle and high school curricula?

Nonfiction, when used correctly, can be an invaluable asset to the ELA teacher. Informational text can serve to provide students with factual background information that may be related to the setting of a fictional story they’re reading. If a student has no prior knowledge of a time or place, then throwing him or her into a fictional story and expecting that child to grasp the nuances of a character or place is simply not realistic. For students who have a hard time reading, the additional information will aid in their comprehension and help enhance the overall experience (background information fills in a lot of the “why” questions behind the motivations or actions that a character exhibits). Non-fiction should also be included in the curricula because student WILL need to know how to read nonfiction material their entire adult lives. It’s always surprises me when I begin my informational text unit how much direction they need –in terms of reading strategies.  (I weave nonfiction throughout my entire year, but I do have an introductory unit/independent work on various types of informational text).  As adults and as educators, we are in constant contact with nonfiction (newspapers, forms, recipes, journal articles, ect) so it’s easy to forget that the processes for understanding these types of texts do not come naturally for everyone, they must be explicitly taught.  How should this be achieved?  It should be a part of every content area class and all teachers should be responsible for teaching nonfiction that applies to their curriculum.

Critical Reflection: Making Bold Choices – Ensuring Students’ Intellectual Freedom

Honestly, I had not really considered how I would handle a situation if I were confronted by a parent or teacher about the appropriateness of a book I’d selected to teach. Although, I am very familiar with censorship, I simply did not know about the procedure that is recommended by the NCTE. In particular, I found the form (to be completed by the group or individual initiating the call for censorship) to be one that’s wisely crafted. The data required forces the requester to seriously contemplate his or her motives and to acknowledge the value(s) of  the book that is in question. It may not prevent the process from moving forward, but I’m sure there have been instances when the petitioner changed his or her (or their) mind upon reflecting on all of the considerations. Teachers should also have a rationale for teaching the book so that parents and community members can clearly identify why a particular book has been selected. Our group decided that a thorough rationale should include: essential questions, Common Core goals, how this book addresses the essential questions, any awards given to the text, briefly address any obvious concerns they may have with the book, and link it to higher levels of learning and thinking. As Arrowhead High School apparently learned (based on the rationales for every book they teach), it’s better to communicate in advance than have to defend later. Teachers should not be afraid to use literature that may have controversial themes or elements of violence, explicit language, drugs, ect as long as they can back up their choices.  In regards to Web 2.0 tools, I am a firm believer that these tools of “play” can be used in the classroom for meaningful, educational purposes. Teachers who work in environments that limit access to or prohibit use of all of the resources available should offer pedagogical based arguments (and evidence of successful use within a teacher’s class) to dispute the seemingly arbitrary ban on Web 2.0.   Speaking of Web 2.0 — I am disappointed that I could not contribute to the Voicethread via my home computer (it just wouldn’t work), however I was able to listen to the comments and reflect on my own views on my blog – See Bold Choice blog below

After our class in the Bookhenge last Thursday (11/1), I discussed the Arrowhead case with my colleagues during our PLC. We decided to teach our “point-of-view / bias” unit around the idea of censorship. I’m excited to start this unit with my students because I know that it will cause a heated debate among them, particularly, when I bring up books that they’re familiar with, such as The Hunger Games. We (7th grade LA teachers) thought that reading about and arguing for/against a side would be a fantastic way to discuss point of view and determine biases. #bookhenge

Critical Reflection on Multicultural Session

I thoroughly enjoyed reading the articles and blogs for this weeks assignment and our discussions about using multicultural literature in the ELA classroom.  Towards the beginning of our class, the question was posed, “Can we transcend culture and truly see the world through the eyes of another?”  I think it’s pretty obvious, that the answer is no, but I loved the idea of coming together in a “third space,” that space being literature. It reinforces, for me, how critical it is to expose students to books that connect them to other people and places. As I mentioned in my rationale for supporting and Arab American Award for artistic expression, the value of cultural awareness outweighs the arguments against it.  Pickney states, “Awards by their very nature are exclusionary,” therefore the only way to level the playing field would be to do away with them entirely.  If we do this, we’re back at square one- the books that find recognition will not come from diverse populations – the idea of “unintentional neglect” Pinkney  mentions in her article.  These awards (and multicultural literature in general) provide a platform to promote and market books that present a story told from a perspective that we don’t often hear. They facilitate the writer with an opportunity to tell his or her story (critical in protecting us from the danger of one story). #bookhenge

Bold Choices!

Although I have not read the book (“The Perks of Being a Wallflower”), it didn’t surprise me in the slightest that there were parents who had serious objections to the text in light of subjects that are broached. That being said, I was advocating for the teacher’s right to use this novel in his curriculum. I don’t think that any professional and ethical teacher would select a book with such potentially controversial topics without sound educational reasons to support his or her decision. Admittedly, perhaps because I am not a parent, it is more difficult for me to view things from their position. While I can understand from a common sense approach (if nothing else) the desire to shelter or protect one’s child from mature, sometimes-dangerous realities, this should not suggest that parents have the right to ban books for all students.

Ultimately, I thought the solution was a fair one. It limited the book’s availability to those with parental permission, but did not ban the book from the course or the school. I was a little confused when the media reported that parental permission slips were required prior to beginning the books for the course, but that this was not sufficient.  If there were options given – I believe there were 16 titles total (and I’m going to assume the list was provided at the beginning of the course), then I’m not sure where the fault lies? In my opinion, if the Krueger’s were that involved in censoring the materials their son was exposed to, they could have been more proactive and selected the books for him. That being said, the school principal seemed to take responsibility for not having adequate measures in place to notify parents about the content of books being taught, so I’ll presuppose there was some measure of miscommunication.

I was surprised that the committee to decide on whether or not to keep the book in the curriculum included students.  This was probably a surprise to me because I teach at a middle school and students are typically not involved in parent/teacher/curriculum controversies. This is not to say that they shouldn’t be, and I was pleased to see that they were included. After all, as the NCTE points out in their Right to Read, “Ultimately, however, the real victims are the students, denied the freedom to explore ideas and pursue truth wherever and however they wish.”  I applaud this teacher for making bold choices.

In regards to the procedures that the NCTE recommends for filing a complaint, I found the form that they provided (for parents to complete) particularly helpful. The nature of the questions requires a thoughtful consideration/explanation on behalf of the person initiating the complaint. The procedure indicates that, “Both teachers and administrators should refrain from discussing the objection with the complainant, the press, or community groups. Once the complaint has been filed, the authority for handling the situation must ultimately rest with the administration and school board.”  This particular statement raises a question in my mind. How should the teacher handle the situation while he or she waits for the decision to be handed down?  If the complaint is filed in the middle of a unit (once the class or student has begun the novel), should the teacher continue to teach that novel or should other arrangements be made?

In my short-lived professional career (5 years in January), I personally have never faced the challenge of my novel selections being censored. Only once did a parent raise any questions about some of the topics in a book that I chose, and upon explaining my decision for selecting that particular book, she was satisfied. Although I would like to think that I am one of those teachers who will make extremely bold choices, after reflecting upon my selections, perhaps I tend to err on the side of caution. In the community where I work, parents are very influential, and so there is always that thought in the back of one’s mind about job security. What battle am I willing to wage with a parent so that I preserve my student’s free inquiry, intellectual freedom, and right to read? Because I teach young adolescents, I’m going to filter my selections based on what I feel is appropriate for their age (yes, I realize that is very subjective). If there are ever questions about the appropriateness of a book I’ve selected, I have no doubt that I will be well prepared to support, defend, and fight for my decision.

Lit Review Lite

Literature Review-Lite

“The function of multicultural literature is to ensure that students have the opportunity to reflect on it in all its rich diversity, to prompt them to ask questions about who we are now as a society and how we arrived at our present state, and to inspire them to actions that will create and maintain social justice.” – Sims Bishop

This quote by Bishop demonstrates the fundamental importance of teaching multicultural literature in the English Language Arts classroom. Research that I’ve conducted throughout graduate school has cemented, for me, the value of increasing our students’ cultural proficiency in an effort to broaden their understanding of various societies and prompt them to look at the world through a more critical lens. Upon examining how “others” experience the world, students may then examine their own biases and hopefully adjust them to be more receptive and empathetic to each other’s similarities and differences.  However, the role of multicultural literacy should not stop there. How can teachers take their students beyond the recognition and acceptance of multiple cultures to become a more proactive agent of social change?

Below is a list of issues that I’ve focused on in my quest to understand how to effectively implement multicultural literacy into my classroom.  As I examined the list, I asked myself, what’s next?

•  Increasing Multi-Cultural Literacy Comprehension by Enhancing Cultural Proficiency
•  Developing Cultural Proficiency in the English Language Arts Classroom
•  Increasing Students’ Motivation to Read Through the use of Engaging Multicultural Literature

While all of these subjects were significant in contributing to my understanding, I want to move forward in my search for answers about how multicultural literacy actually contributes to action on behalf of the students.  This led me to my inquiry question for this Action Learning Plan:

 Will a greater multicultural awareness contribute to students’ understanding of social justice and equality? 

What are the processes in facilitating this goal? (Increasing multicultural awareness)

I decided there are three components that need to be implemented in order for a student to understand that he or she can become an advocate for social change:

1. First, students must explore and understand their own cultural backgrounds. This knowledge can be used to compare and contrast their lives with those presented in the diverse literature they read.
2. To increase multicultural awareness, students must know how to critically examine a text to determine whether or not it is a valid, quality piece multicultural literature.
3. Last, they must decide which social justice issues should be addressed and implement a plan of action that advocates for social change.

**Because my prior research has focused on the first component, this plan will outline how students can critically examine multicultural literature (component 2).

Research Findings

Giving students the tools that they need in order to critically examine multicultural literacy is a lofty undertaking. If it’s not done well, students will not walk away with a greater capacity to judge books that aim to target issues of social justice and equality. Therefore, I needed to research articles that underscored the importance of my inquiry question, as well as those that provided suggestions for evaluating multicultural literature.

Statements that underscore the importance of raising multicultural awareness:

Picower on why it’s important to move past the first two elements (self love/knowledge and respect for others) of social justice to a more comprehensive study of the literature: “By addressing only these two elements, teachers leave students with the curricular equivalent of “can’t we all just get along,” ignoring structural and historical causes of how and why people haven’t “gotten along”  (2012).  She invites teachers to move past a shallow overview of multicultural materials and to dig deeper into the content with their students. In doing so, educators offer students a more critical look at the relationships among groups of people and a context for understanding how history has shaped those relationships.

Hackman highlights the responsibility of all teachers to ensure that students understand their role in advocating for all citizens. She writes, “Educators need to disrupt the notion that silence is patriotic and teach students that their rights as citizens in this society carry responsibilities—of participation, voice, and protest—so that this can actually become a society of, by, and for all of its citizens. Students need to learn that social action is fundamental to the everyday workings of their lives” (2005).

“We know that cultural proficiency becomes critical as our students traverse the global landscape, analyzing, comparing, evaluating, and interpreting multiple media from various disciplines and countries. That’s the challenge, of course. Friedman’s flat economic world is culturally “bumpy” terrain, especially because our students span a continuum of cultural competence” (Abilock, 2006).

Articles that contributed to my “Checklist” (See below): Evaluating Multicultural Literature

“At least three kinds of criteria can be used to evaluate multicultural and ethnic children’s literature: traditional literary criteria, criteria related to cultural authenticity, and evolving ethnic criteria” (Gilton, 2012).  This quote was the basis for the first item on my “checklist” in evaluating multicultural literature. It emphasizes the need to look at a variety of elements before determining the authenticity of a particular book.

Adichie’s speech on the The Danger of a Single Story was the inspiration for the second item on my list.  I want students to reflect on who is telling the story. Is it from the perspective of a group that has often been marginalized and whose voice is not heard (particularly in literature) as often?  They should also consider the social, economical, and political forces that have influenced that story.

“Presentation of information as truth devoid of critique runs the risk of creating a dogmatic and prescriptive classroom environment. In a social justice classroom, all content is subject to debate and critique (Hackman, 2005). This statement justifies the need to debate and argue the merits of a text (and in performing these two tasks, the teacher has modeled a form of social justice within the classroom).

“Encouraging students to question the knowledge presented to them in certain texts and having them raise questions about the texts they read are important components of a critical pedagogy” (McGinnis, 2006). Students should question the materials they’re being given.  In order to do so they must be taught the correct questions to ask (is it reliable, is the information accurate, what is the author’s background, is it biased).  They should also be taught the proper means through which to find the answers to their questions.

Synthesis & Reflection

Based on my analysis and synthesis of the statements made in the relevant journal articles, coupled with my personal experiences in teaching multicultural text, I have created a checklist that allows for a critical examination of a texts’ multicultural “quality”.

Through a text’s inclusion or exclusion of the following criteria (listed below), a student may argue the literary merits of a book’s multicultural authenticity. The student’s argument should not be based solely on the book’s inclusion of each aspect, but also to the degree in which it meets each category.  In order to minimize the subjectivity of the evaluation, evidence from the story should be used to support any claims or conclusions.

Checklist:

• Authentically portray of characters and culture being represented (Consider the author, is the information accurate, how do you know if information is reliable?)
• Does it tell more than one story?  (The Danger of a Single Story) Consider the political, social, and economical influences that impact this story.
• Does the story create a sense of empathy in the reader? For who?
• Includes elements (or themes) of social justice. (equality, respect, fairness, non-marginalized, race, gender, class, oppression, poverty)

When students effectively use this list as a guideline, they will be able to determine the literary value and quality of specific books that have been deemed “multicultural”.  The first three items on the checklist increase multicultural awareness because the student has determine authenticity (by researching for accuracy), examine the perspective through which the story is told, and analyze the impact that the story has on a reader’s sense of empathy. Inherently, a student who does these things well will raise his or her awareness about the particular culture(s) being studied. It is my hypothesis that an independent critical dissection of the text will elevate a student’s multicultural awareness, thereby moving them towards a more proficient understand of the social justice issues presented.

Work Cited

Abilock, D. (2006). Educating students for cross-cultural proficiency. Knowledge Quest: Broadening  Perspectives across Cultures and Countries, 35(2), 11-13.

Adichie, C. (2009). The danger of a single story [Web]. Retrieved from http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html

Ernst, Shirley B (2008). “Multicultural literature: reading, writing, and responding within a “new” literacy context”. Journal of Children’s Literature, 34 (1), p. 10.

Gilton, D. L. (2012). The future of multicultural youth literature. Knowledge Quest, 40(3), 44-47.

Giouroukakis, V., Honigsfeld, A., & Garfinkel, J. (2010). Multicultural literature in middle school: developing students’ self and cross cultural. The Journal of Multiculturalism in Education, 6(1).

Hackman, H. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38(2), 103-109.

McGinnis, T. (2006) Considering the possibilities: using multicultural literature to transform practice. Voices from the Middle, 13(3), 23-23.

Picower, B. (2012). Six Elements of Social Justice Curriculum Design for the Elementary Classroom.  Journal of Multicultural Education, 14(1).

Post Multicultural Literature? I think NOT!

Initial Response to identity-based book awards:

What is the value of a book award? I suppose that depends on who you are, who’s deciding (on the award), what the criteria is for winning, and whether or not you find the book appealing once you’ve read it. In essence, my opinion on a specific group of awards such as Coretta Scott King Award for African-American Literature and the Pura Belpre Award for Hispanic Literature depends on the answers to the aforementioned questions. It all boils downs to individual preferences. This does not mean that I believe these awards are irrelevant, actually they are the quite the opposite. Book lists provided by “groups” that target identity-based literature afford readers the opportunity to read and examine novels/information text that they may otherwise not have been exposed to. If one identifies with a particular race, ethnicity, religion, ect, then a book list that relates to a certain “culture” is significant in that it provides a reader with titles of books that may relate to his or her own experiences.  They are also a valuable resource to consult for teachers or individuals who wish to learn (or teach) about a culture that is different from their own.

After having read the article “Slippery Slopes and Proliferating Prizes,” I can certainly understand why it’s Marc Aronson’s most controversial (and as a result famous) article. Do I feel the same about my initial reaction to the identity-based awards? Absolutely. There were several statements in Aronson’s article that grabbed my attention (actually there were many more than this, but for the sake of the reader, I tried to narrow it down!) and I’ve responded to them accordingly. Multicultural Literacy is something I’ve studied and have implemented into my own classroom. To suggest that we are “post” this is not something I’m ready to buy just yet….

Thoughts and reactions as I read:

Issue one: “…ethnic credentials predetermine the book’s validity” (p.4) ….I would ask…can you write an authentic account of another culture if you’ve never experienced it? If so, how?

He posits that these awards suggest: “Your community, your ethnicity, comes before your talent.” (p. 5). This statement is written without explanation (merely an assumption). I would argue that your experiences within your ethnicity/culture/race contribute to your talent as a writer. They do not have to be mutually exclusive; depending on what subject the writer chooses to write about. In my opinion, our depth of knowledge about a subject inevitably contributes to our ability to write about it well, and with a level of authority.

[Due to these awards] “There is less pressure on the general population to read, understand, appreciate, and develop a fine critical eye for African American literature. If a librarian can always think, “I don’t have to read those books carefully. The Coretta Scott King Award takes care of that.” (p. 5). My response: WHAT? I would be more inclined to read a book that was featured on a prominent awards list! (What happens to movies when they win an Oscar? Profits soar because more people view them!)  As a teacher, I’m going to dissect a book (regardless of its place on a list) for a plethora of reasons, but mainly so I can find things I want to explore with my students.

“The implications that that only blacks can write well about blacks sets up the implication that only they can read well about them too.” (p. 5).   Again, I don’t buy this argument. I just don’t see the correlation. Writing and reading are not one in the same. People may be qualified to write an authentic narrative based on their experiences (including how they identify themselves), but that doesn’t in any way inherently limit the reader base. Perhaps we (identified as “other”) cannot make all of the same connections that someone with a shared experience (of the same culture) can, but that doesn’t mean our ability to read it well is impaired. Can I write well about something that I’ve never experienced? Probably not. Can I read it and make meaning or learn something from reading it? Yes.

“It [the ALA] should focus on diversifying its membership and training its members to appreciate the art and experience of all cultures. The focus should not be on the identity of the creator, which does not tell you anything about the work, but rather on learning how to judge all manner or works on their own terms.” (p. 8).  I do agree with these statements on some level, however, I would ask for suggestions on how to achieve this (short of being immersed in the actual culture). In the past I have exposed my students to diverse cultures through documentaries, guest speakers, research, novels, etc.   If I’m using these materials in hopes that it helps them “appreciate and experience all cultures”, how can I be sure that what I’m using is authentic material? If I these awards lists are not valid, what should I use? How can I validate multicultural material?

The criteria for winning the Belpre award are not solely based on the ethnicity of the author. Yes, the criteria may seem subjective however, I’m hard pressed to find an awards “criteria” list that isn’t.  This doesn’t necessarily undermine the winners’ literary quality.

Question for the Bookhenge Seminar: I am currently reading Aronson’s book,  “Race” which is written in a non-fiction, historical context. I’m curious as to whether or not he’s written a non-fiction book from the perspective of a character outside of his own culture. If so, what were some reactions to the book? Was it considered “authentic?”

Questions for bloggers to consider: What is the true definition of multicultural literacy as it pertains to the ELA classroom:Based on the research that I’ve read there are two ways that scholars approach this topic

A.      Providing students with an opportunity to reach stories with characters from their own backgrounds (cultures)

B.      Providing students with an opportunity with an opportunity to read stories about diverse character (different      races, cultures, disabilities, values, religions,ect)

Source: Aronson, M. (2003). Beyond the pale. (pp. 1-10). Lanham, Maryland: The Scarecrow Press, Inc.

#bookhenge

Literature Through Art – Critical Reflection

So before I get a lot of flack for my twitter post, I’d like to go on record as stating that no, I don’t think that graphic novels are just “hyped up picture books” — see my points of merit below!

The Sequential Art was a first for me on two accounts: it was an introduction to Radical Change Theory and my first foray into the world of graphic novels. The second half on this assignment – the graphic novel discussion, presentation (or crash course) by Nicholson in the Bookhenge, and the group work all contributed to my greater understanding of how graphic novels add an element of participation for the reader. As Dr. Crissman suggested in our discussion, these types of books allow for students to be involved, to “uncover the world and their place it in” in reference to relationships and social justice. It’s more interactive storytelling, and requires more active reading.

Although we didn’t have an opportunity to meet in groups (at the end of our bookhenge session on the 18th) to discuss how (or if) graphic novels are an effective tool for facilitating a reader’s development, I wrote down my thoughts on the subject. I based my response on the graphic novel, “Yummy.”

1. In response to the question: Are graphic novels literature? (Definition of literature being something that makes us more literate). I would argue yes. We (ECI 521 group) have discussed the subjectivity of what “more literate” actually means, but it its simplest form, I think it’s when a reader walks away from a text with a greater ability to make meaning from the elements within it. In “Yummy’s” case, a reader is exposed to elements of both fiction and non-fiction. In addition, this story forces the reader to consider how the setting impacts the story (environmental and social), and it’s told sequentially (cause and effect).

2. What are the literary skills a reader might learn? Because of the nature of this graphic novel there is certainly a social/ emotional learning component that a reader would take away from Yummy’s story. The writer crafts a fictional account of non-fiction events through a made up narrator therefore, reader’s get to “see” the story through his point of view. There are also multiple perspectives given by political and media “commentators” who offer their own opinions on Yummy’s case. When a reader encounters a variety of accounts/opinions on the same topic, he or she is more likely to think critically about his or her own personal reaction to the events.

3. Is there a place for this book in the ELA class?  My initial answer was absolutely, however, there were some valid points made about using such an emotional, heavy, controversial story with a group of students. There are all kinds of factors to consider (would this be a social justice conversation among your students or a warning, how old are the students, etc?). In areas of high crime, gangs, and poverty, a story like Yummy’s may be too close for comfort for some readers. Overall, I feel that graphic novels do have a place in the ELA classroom because of the value they bring for learners who cannot visualize a story (images help make the abstract more concrete) and their potential for enhancing critical literacy. Last but not least, because graphic novels move away from books in the traditional sense, they may just be a solution  for students who claim that they  “hate reading”! Wouldn’t that be nice?!  #bookhenge