Count the Ways

I can now look at a children's book and wonder what inspired this story versus what is this story about? I can dissect the way that one character talks with the other in order to determine the author's bias. What road will we be lead down today? Stories can take you into different realms daily. If I made the decision to travel to an English boarding school, Madeline is awaiting my arrival. Yet when I am applying my understanding of critical literacy, I get to ask Madeline who sent her to boarding school. When do you get to go home? What story in tradtional literature is the story most like? I now want my students to not only listen to a story but find the sociopolitical meaning behind the text. You don't think kids can do it? Have you tried asking? Looking deeply into a text beyond the pages it is on is a facinating journey that both educators and students alike must take. Critical literacy allows students to build a schema that is most natural to children. Did they enjoy the book or not? If a book is pleasurable then will it be more memorable? I cannot count the ways that critical literacy will impact my students within the classroom. I am looking forward to this journey.

The Media Has a Demographic

As a child, I recall reading books that my mother would bring home focused on the lives of African American girls from the South. I see now what her intentions were. As an African American girl, I would need some level of inspriation that would be formulated from the heroines within the stories. Little did my mom realize that all I needed was to look at her life to know that as an African American girl, I already had a dynamic example of intelligence, determination, and confidence from watching her. In todays' media, simple picture books are turned into motion picture movies (the Polar Express) and comic books that appeal to small children become action heroes that can be purchased in a store. Adventures that fascinate older children in chapter books are adapted and beome screen plays. Who does illustrations any longer? Computer generated images become movie posters. Good bye Chris Van Allsburg! What is so wrong with tradition? What is wrong with black and white pictures. Children's literature does have a place in the media. However, I want it to live in the imaginations of a child. Now let's go outside and play! You be Roscurro and I'll be Desperaux!

Iconoclast: An interview with Teacher G

I had the privelage of interviewing Teacher G in order to understand his perspective of how children's literature can best be used in the classroom.

1. What role does literature play in the classroom curriculum?
Literature in the classroom was once limited to reading text books. I supplement this by bringing in my own books to read to my dual language students. I select culturally sensitive materials that are also age appropriate. I go by reading level and select books that are easily translated to both Spanish and English. I like to do comparison/contrasts with different books. Yesterday, I took a Chinese version of Little Red Riding Hood (Lom Po Po) and a Spanish translation of Little Red Riding Hood (traditional). The stories are read as whole group reading at the beginning of the lesson. Literature is also whole group, guided reading, and silent reading.

2. What kinds of books are chosen? Why and How?
Culturally sensitive books are a way to egage students in Reading. I use really challenging books and I focus on the child's level of comprehension. However, my main criterion is that the books are culturally sensitive. I do worry that my students may pick up a Hannah Montana book simply because it is pop culture instead of a book on Cesar Chavez that is more relevant to their culture. It is my responsibility to expose my students to the language and culture of the dual language class because of the fundamental principales of a Spanish language class. I do not use graphic novels because I feel that it requires a higher level of language and should be used with other grades.

3A.Who decides on what books are used in the classroom?
I select the books for my classroom.

3B.What do you think about having student selected books to read aloud?
I think that is a good suggestion. It could get kids more excited about books when they bring in their own books to share.

4. What is the teacher's theoretical perspective on teaching or specifically on using children's literature in the curriculum?
Children's literature is the center of my daily literature block. It provides kids with vocabulary, fluency, sight words, and concepts. It expands a child's imagination and makes them creative. A child's creativity is stiffled with the rote curriculum (Teacher speak, Student speak, Teacher speak, Student speak). There are a tons of books in the world. There are no limitations.

5. Who inspired your love of reading?
My grandfather got me to love reading and got me interested in a lot of books. He used to read a folktale to me that was brought over from Spain. It was about a boy who cried wolf. Although my grandfather had only a third grade education, he always pushed us to be the very best.

Its A Beautiful Day in the Neighborhood

Nestled on the edge of Macomb Street in Cleveland Park, Northwest, The Public Library is a magical place that (although containing adult literature and periodicals) is crazy about children. A giant panda greets everyone at before entering. Its open on Sunday! They do not charge for overdue children's books! As I entered the library one afternoon I was stunned to see so many books that represented different cultures. It was not Hispanic Heritage nor Black History Month and the community is predominately Caucasian. My presumption was that the librarian who established the displays must be culturally aware. The children's section is located at the back of the library. Nestled behind the I Can Read Books are several bean bag chairs that children can lay against while browsing picture books. At the top of the display counters I see the following titles; Salt in His Shoes (a story about Micheal Jordan), Harry Potter, Cesar (Si,Se Puede), Langston Hughes (Poetry for young people), Ice Story; Shackelton's Lost Expedition, Ancient Egypt, I Live in Tokyo, and Molly Bannaky. The books are displayed neatly with labels clearly posted and the Dewey Decimal system is evident. The authorship is diverse. However, it would be easy to build an author study with each of the books that I select. For example, If I selected Walter Dean Myers, I could check out 'Blues Journey', 'Jazz', and 'Harlem'. If I selected Shel Silverstein, I could check out 'Falling Up', 'A Light in the Attic', and 'Where the Sidewalk Ends'. The authorship is diverse. 'I Live In Tokyo' was written by Mari Takabayashi. The story of Jean Baptiste du Sable was written by Robert H. Miller. The stories are equally diverse as the authors are to each other. Lower bookshelves make the stories of Roald Dahl are at an arms length for any child. The library has considered those that are handicapped as well. Aisles are wide and with a low bookshelf, children with disabilities may be active readers and independent. I did not find the displays of different cultures to be culturally stereotypical. The library overall is a very warm and inviting place to go. The librarians, Mary and Jackie, are also excited to help when children inquire about new books independently. What a beautiful day in the neighborhood.

Critical Literacy Literature Hunt

The following websites have been used as references for my exploration of children’s literature. I have made notations as to how I have or would use the sites to impact student learning.


1. http://americanindiansinchildrensliterature.blogspot.com/

This website is phenomenal. I found that the blog was informative and contained information that was insightful and profound in regards to Native American culture. The blog is informative on a historic and editorial level. Children’s books are deciphered and reviewed based upon their depictions of the tribe, the characters, and the historic accuracy of the scenarios. I highly recommend this site and will continue to use it in order to select books for my class.


2. http://www.angelfire.com/pe/GrChildLit/

Angelfire.com is a Greek children’s literature website. I appreciate the content, both critical and entertaining, and the purpose of the site: to deepen an understanding of authentic Greek culture beyond the stereotypes. I have learned a lot about Greek literature, from the publishers to the illustrators. I understand more about the reasons why more authentic Greek stories are not in print as mythology circulates in every Barnes and Nobles in America. The only improvement I would offer to the site is the usage of advertisers. I found that the advertisement was not suitable for children. If I wanted to use this as a reference, my students could not journey to this site on their own.


3. http://books.google.com/books?id=6V-SqArEjcsC&pg=PA62&lpg=PA62&dq=projects+to+get+children+excited+about+critical+childrens+literature&source=web&ots=HbnGltwmAT&sig=QPVaxCJ1znRh8sY92g-4dNk4dUs&hl=en&sa=X&oi=book_result&resnum=8&ct=result#PPP1,M1


I have reviewed this text during my exploration of critical childrens’ literacy while being a curious student in professor vasquez’ class. What I have learned from my exposure to this realm of literary reflection is that the opinions of those that read critical literacy, although antagoinizing in some stages, is infact enlightening. I have discovered that although I may not agree with a perspective, the fact that I am disagreeing has added to the literary criticism formula: story+perspective=depth of understanding.


4. http://mypage.iu.edu/~harste/recpub/CLenlarge.pdf

This article, Critical Literacy: Enlarging the Space that is Possible, is accessed through the Language Department at Indiana University. It was written by two professors, Leland and Harste. The article is not an interactive website, but a resource that educators may use in order to deepen their discourse in children’s literature critiques.

5. http://www.readinglady.com/index.php?&MMN_position=1:1

This website is beneficial for educators who are looking to differentiate their instruction. The site offers a variation of manipulatives and lessons for the reading teacher who is trying to appeal to the multiple intelligences of his/her students. I have used the rubrics and the reader’s theater in my class and content centers. One of my students comprehends stories from reader’s theater best because she can act out the scenarios. I think that any teacher who is struggling with comprehension within the classroom should utilize reader’s theater. From a critical perspective, students can recall and dialogue about the content of the story more easily because they are able to visualize it more effectively.