I'd like to build upon my original interpretation of the meaning of critical literacy: " ...[T]exts are not neutral, I've always known it, and I believe that it is imperative that educators take an active and challenging approach to reading. It is of the utmost importance that teachers empower their students to question and critically analyze texts; so, students develop an awareness of the relationships between texts, language, power, social groups, and societal practices." I would like to edit my original post. As, I feel that teachers should empower their students to question and critically analyze social biases, norms, and society at large. Critical literacy is about realizing that books can serve as a platform for exposing social ills.
In fact, the more we examine texts the more this statement rings true: "There are no neutral texts." It is both daunting and empowering to understand that every book can and should be critically analyzed. Daunting because this realization leaves little room for vacillation. In other words, once you know that you should be using a critical lens when reading you are obligated to practice it, and you can no longer accept texts at face value. At the same time it is empowering, because you, the reader are aware that each book conveys a certain message, reveal a certain bias or belief, etc. Thus, you can uncover these messages hidden in plain sight, and you won't be take in by them.
Actually, over the course of this class I have been surprised to discover a stunning number of underlying messages and stereotypes perpetuated in my own writing--it appears my critical lens is working overtime.
Wednesday, November 28, 2007
Sunday, October 28, 2007
Banned Books
Since the dawn of time people have exhibited the need to communicate experiences, ideas, and desires. Cave painting, story telling, literature, stone monuments—these are all examples of people attempting to preserve, for posterity, and convey the human record to future generations.
This is thought struck me as I pondered censorship, intellectual freedom and Washington, DC:
It strikes me that the Thomas Jefferson Memorial in Washington, DC is one of the most meaningful monuments in the nation from an information standpoint. Which is to say that, it memorializes one of the greatest (and some might argue most controversial) figures in the history of the nation who also happened a staunch supporter of intellectual freedom. Jefferson is one of the most accomplished figures in the history of the nation, he was: a naturalist; an agriculturalist; a scientist; a geographer; a musician; a lawyer; an architect; an inventor, a magistrate and county lieutenant; a representative in the House of Burgesses; a Virginia legislator; the governor of Virginia; the secretary of state, under President George Washington; the vice president of the United States, under John Adams; the president of the United States; the Minister to France; an educator; the founder of the University of Virginia, and more. Perhaps it was his commitment to his own education that made Jefferson appreciate the powerful role that information plays in society. Whatever the case, Jefferson was convinced that the key ensuring the success of the nation was to preserve and convey information to future generations, who would use this information to adapt and advance. To that end he was a staunch supporter of intellectual freedom, and his words, immortalized in stone, stand as a testament to his firm commitment to intellectual freedom. Jefferson states, “I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man.” These words prove, in no uncertain terms, that Jefferson believed access to information free of censorship was part and parcel of democracy. This monument provides visitors with a sense of the limitless possibilities education and knowledge can provide. As well a stirring call to safeguard the freedom to access information as a fundamental right, which makes it one of the most important monuments from an information standpoint.
So, now we practice tyranny of the mind through censorship of the book? Well, that my friends is as slippery as the slope gets, so to speak. While I don't stock my shelves with Mein Kampf, as--my patrons do not demand it, I do find something terribly wrong with the thought of denying someone access to a book that they really want to read. Yeah, my library has a challenge policy in place, because I work in a specialized library and I'm in the business of pleasing my patrons; nevertheless, if someone asked for a book I would do everything in my power to connect them with that book (that being said I also understand that parents have a legal right to weigh in on their child's access to certain information, and I respect that); because, who am I to adjudge the relative value of a book? Who am I to say that someone may or may not read a particular book?
This is thought struck me as I pondered censorship, intellectual freedom and Washington, DC:
It strikes me that the Thomas Jefferson Memorial in Washington, DC is one of the most meaningful monuments in the nation from an information standpoint. Which is to say that, it memorializes one of the greatest (and some might argue most controversial) figures in the history of the nation who also happened a staunch supporter of intellectual freedom. Jefferson is one of the most accomplished figures in the history of the nation, he was: a naturalist; an agriculturalist; a scientist; a geographer; a musician; a lawyer; an architect; an inventor, a magistrate and county lieutenant; a representative in the House of Burgesses; a Virginia legislator; the governor of Virginia; the secretary of state, under President George Washington; the vice president of the United States, under John Adams; the president of the United States; the Minister to France; an educator; the founder of the University of Virginia, and more. Perhaps it was his commitment to his own education that made Jefferson appreciate the powerful role that information plays in society. Whatever the case, Jefferson was convinced that the key ensuring the success of the nation was to preserve and convey information to future generations, who would use this information to adapt and advance. To that end he was a staunch supporter of intellectual freedom, and his words, immortalized in stone, stand as a testament to his firm commitment to intellectual freedom. Jefferson states, “I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man.” These words prove, in no uncertain terms, that Jefferson believed access to information free of censorship was part and parcel of democracy. This monument provides visitors with a sense of the limitless possibilities education and knowledge can provide. As well a stirring call to safeguard the freedom to access information as a fundamental right, which makes it one of the most important monuments from an information standpoint.
So, now we practice tyranny of the mind through censorship of the book? Well, that my friends is as slippery as the slope gets, so to speak. While I don't stock my shelves with Mein Kampf, as--my patrons do not demand it, I do find something terribly wrong with the thought of denying someone access to a book that they really want to read. Yeah, my library has a challenge policy in place, because I work in a specialized library and I'm in the business of pleasing my patrons; nevertheless, if someone asked for a book I would do everything in my power to connect them with that book (that being said I also understand that parents have a legal right to weigh in on their child's access to certain information, and I respect that); because, who am I to adjudge the relative value of a book? Who am I to say that someone may or may not read a particular book?
Tuesday, October 23, 2007
Library Observation
The Martin Luther King Jr. Memorial Library is the main branch of the District of Columbia Public Library (hereafter D.C.P.L.). D.C.P.L. librarians provide reference services in support of the library’s mission of “providing resources for the education, information, research, cultural enrichment, and recreation needs of the Washington, D.C. community.” In addition to a reference desk in the lobby, which provides directional and referral services, there are fourteen subject division desks at the main branch library. Reference service within the Martin Luther King Jr. Memorial Library is division specific. Thus, if a patron were looking for books or articles about Van Gogh, the painter, he or she would be directed to the Art Division on the third floor. There the patron would have access to the entire “Art” collection of the Martin Luther King Jr. Memorial Library, and his or her reference questions would be fielded by one of the Art Division’s reference librarians.
The Children’s Division is housed on the second floor of the building, and is equipped with its own restrooms and water fountains. The Children’s collection is split into the ALA recommended divisions: Picture or Easy Readers in one section, fiction in another section, non-fiction books (classified by Dewey Decimal designation), and reference books. The collection seems geared for patrons between Preschool and eighth grade. During my visit there were two librarians providing division specific reference services, and maintaining the collection.
In addition to children, parents this division caters to adults who work with children. At the main desk educators may apply for an “educator card,” which entitles them to check out up to 100 books at a time without ever having to worry about late fees! Furthermore, the library will provide laden educators with an educator cart upon request to help tote books around the city.
Diverse Authors
I was pleased to discover a plethora of diverse authors and illustrators in this collection. For example, in non-fiction I discovered that one of my favorite African American poets, Eloise Greenfield, was more than adequately represented in the non-fiction poetry area (811). I also found Donald Crews more than adequately represented in the easy reader section of the children’s division this African American writer and illustrator depicts African American characters engaging in everyday situations, and his books read like a chronicle of his exploits as a child. His colorful illustrations are perfect for early readers, and one of my favorites is Shortcut. Furthermore, I discovered a great number of Patricia Polacco’s stories in the easy reader section. Polacco is a diverse author and illustrator who describes traditions specific to her family and ethnicity (Polish) in a delightfully child-like way. Her stories are engaging and well written. Several of her stories feature Polish terms, and they are perfect for exposing young children to different ethnicities.
Diverse Books
My desire to counter Lucy Loud Lips’ stereotypical portrait of African American’s led me to search for some positive images of African Americans in literature. I found Henry’s Freedom Box, by Ellen Levine. This picture book is based upon the incredibly true story of an African American slave whose family is split up and traded like chattel. His horror at the situation leads the to seek asylum from slavery; thus, he decides to mail himself north to freedom. Thereafter, I browsed the shelves in search of books that represented other cultures and ethnicities. During my search I encountered an astonishing number of fiction and non-fiction materials available in different languages including but not limited to: Spanish, Chinese, Russian, Vietnamese, and German. For example, I found Fiesta Fiasco, by in the Easy Reader Section (E PAU) a fun fiction story about a rabbit that convinces a turtle and iguana to buy some ill-fitting presents for their friend the snake. The story features Spanish words, and a glossary of the terms used in the story. In the non-fiction section I discovered the folktale Hansel and Gretel : Hansel y Gretel, by Abeyà, Elisabet (398.2 ELI). In this book the traditional folktale is told in both English and Spanish.
In addition to a nice collection of books with diverse ethnic and cultural themes I also found books that spoke to exceptionalities. For example, while in the nonfiction section I discovered a book about a boy suffering from Cerebral Palsy and about the positive effects that getting a wheelchair had on him. Rolling along : the story of Taylor and his wheelchair, by Jamee Heelan (616.83 HEE). In the fiction section I found the story Bluish : a novel by Virgina Hamilton (J HAM) about a young girl who is intrigued by the tragic illness of a fellow classmate whose leukemia causes her to become pale and confines her to a wheelchair.
I was very happy with the diverse collection in the children’s division. This, I discovered, can be attributed to the diverse community that surrounds the Martin Luther King Jr. Memorial Library. The librarian I spoke with explained that the library diversifies its holdings as it becomes increasingly aware of the unique needs of its diverse patrons. When asked how this division ascertains its patrons’ needs she described the twice-yearly patron studies produced by the Marketing and Communications Department, “[Surveys] are executed by all twenty-six branches, or neighborhood libraries as they are currently referred to, and circulated amongst all divisions. The librarian assures me that these paper and pencil surveys are “quite thorough,” and adds that patrons happily oblige to survey requests. She states: “We talk to them, we ask them to, and they are willing to fill out the surveys because they love the library. Surprisingly, everyone loves the library.”
The library itself provides patrons with many services designed to meet their diverse needs. For example, there is a language service that allows us to conduct reference interviews, through an interpreter, with patrons who do not speak English. The service is called Language Line, and is a popular and exciting new service. Another example is the assistive listening devices that are available for patrons with hearing problems, who are seeking reference service.
The Children’s Division is housed on the second floor of the building, and is equipped with its own restrooms and water fountains. The Children’s collection is split into the ALA recommended divisions: Picture or Easy Readers in one section, fiction in another section, non-fiction books (classified by Dewey Decimal designation), and reference books. The collection seems geared for patrons between Preschool and eighth grade. During my visit there were two librarians providing division specific reference services, and maintaining the collection.
In addition to children, parents this division caters to adults who work with children. At the main desk educators may apply for an “educator card,” which entitles them to check out up to 100 books at a time without ever having to worry about late fees! Furthermore, the library will provide laden educators with an educator cart upon request to help tote books around the city.
Diverse Authors
I was pleased to discover a plethora of diverse authors and illustrators in this collection. For example, in non-fiction I discovered that one of my favorite African American poets, Eloise Greenfield, was more than adequately represented in the non-fiction poetry area (811). I also found Donald Crews more than adequately represented in the easy reader section of the children’s division this African American writer and illustrator depicts African American characters engaging in everyday situations, and his books read like a chronicle of his exploits as a child. His colorful illustrations are perfect for early readers, and one of my favorites is Shortcut. Furthermore, I discovered a great number of Patricia Polacco’s stories in the easy reader section. Polacco is a diverse author and illustrator who describes traditions specific to her family and ethnicity (Polish) in a delightfully child-like way. Her stories are engaging and well written. Several of her stories feature Polish terms, and they are perfect for exposing young children to different ethnicities.
Diverse Books
My desire to counter Lucy Loud Lips’ stereotypical portrait of African American’s led me to search for some positive images of African Americans in literature. I found Henry’s Freedom Box, by Ellen Levine. This picture book is based upon the incredibly true story of an African American slave whose family is split up and traded like chattel. His horror at the situation leads the to seek asylum from slavery; thus, he decides to mail himself north to freedom. Thereafter, I browsed the shelves in search of books that represented other cultures and ethnicities. During my search I encountered an astonishing number of fiction and non-fiction materials available in different languages including but not limited to: Spanish, Chinese, Russian, Vietnamese, and German. For example, I found Fiesta Fiasco, by in the Easy Reader Section (E PAU) a fun fiction story about a rabbit that convinces a turtle and iguana to buy some ill-fitting presents for their friend the snake. The story features Spanish words, and a glossary of the terms used in the story. In the non-fiction section I discovered the folktale Hansel and Gretel : Hansel y Gretel, by Abeyà, Elisabet (398.2 ELI). In this book the traditional folktale is told in both English and Spanish.
In addition to a nice collection of books with diverse ethnic and cultural themes I also found books that spoke to exceptionalities. For example, while in the nonfiction section I discovered a book about a boy suffering from Cerebral Palsy and about the positive effects that getting a wheelchair had on him. Rolling along : the story of Taylor and his wheelchair, by Jamee Heelan (616.83 HEE). In the fiction section I found the story Bluish : a novel by Virgina Hamilton (J HAM) about a young girl who is intrigued by the tragic illness of a fellow classmate whose leukemia causes her to become pale and confines her to a wheelchair.
I was very happy with the diverse collection in the children’s division. This, I discovered, can be attributed to the diverse community that surrounds the Martin Luther King Jr. Memorial Library. The librarian I spoke with explained that the library diversifies its holdings as it becomes increasingly aware of the unique needs of its diverse patrons. When asked how this division ascertains its patrons’ needs she described the twice-yearly patron studies produced by the Marketing and Communications Department, “[Surveys] are executed by all twenty-six branches, or neighborhood libraries as they are currently referred to, and circulated amongst all divisions. The librarian assures me that these paper and pencil surveys are “quite thorough,” and adds that patrons happily oblige to survey requests. She states: “We talk to them, we ask them to, and they are willing to fill out the surveys because they love the library. Surprisingly, everyone loves the library.”
The library itself provides patrons with many services designed to meet their diverse needs. For example, there is a language service that allows us to conduct reference interviews, through an interpreter, with patrons who do not speak English. The service is called Language Line, and is a popular and exciting new service. Another example is the assistive listening devices that are available for patrons with hearing problems, who are seeking reference service.
Wednesday, October 17, 2007
Olsson's Books
This timely assignment allowed me an opportunity to satisfy my literature craving at the low-key Dupont Circle branch of Olsson's Bookstore, 1307 19th St., NW. I am consistently amazed at the lack of patrons in this location, and often wonder how they manage to stay open. This visit was no exception. The store was virtually deserted, and foot traffic was minimal. Over the course of my visit three families entered in search of books to fulfill class requirements. After several references to "the booklist" the would settle upon their selections. Unlike several of their other locations (Chinatown, Reagan, etc.) this branch cannot be considered an information common ground as there are no spaces for community meetings or coffee shop attachment. I quickly found the children's book section, which was aptly labeled. The section is a small nook off to the right of the register. As a general rule I prefer to browse the stacks myself, but I made a stop by the register to determine whether the staff would be willing to help patrons find books. The cashier was not very knowledgeable, but was very helpful. She explained that she can help me find a specific author or title, and to a lesser degree books about a specific subject. I thanked her for her willingness to help, but settled to the task of finding some multicultural books without assistance. This task was made difficult by the shelving practices of the bookstore. Children's books were stored on shelves, and not prominently displayed. There was a small chair (child-sized), which I sat in this as I perused their selection. They were alphabetically ordered according to the author's last name, and there were no theme grouping. So, I had to look at each title and choose books that sounded multi-cultural. I was very pleased with the titles that I eventually found. However, I noted that there were slim pickings for certain cultures; actually, they had a small collection in general. For instance, I couldn't find any books approved by the Oyate organization. Still, after a good deal of browsing I found a few titles that I am familiar with and like, they were:
Henry's Freedom Box
Ellen Levine
Freedom on the Menu
Carole Weatherford
Tar Beach
Faith Ringold
Too Many Tamales
Gary Soto
Sadako and the Paper Cranes
Eleanor Coerr
Henry's Freedom Box
Ellen Levine
Freedom on the Menu
Carole Weatherford
Tar Beach
Faith Ringold
Too Many Tamales
Gary Soto
Sadako and the Paper Cranes
Eleanor Coerr
Wednesday, October 10, 2007
Teacher Interview
I spoke with a ten year veteran of the DC Public school system. She is currently teaching third grade in an urban school. Although, her school failed to meet its targeted Annual Yearly Percentage (AYP)in reading for the '06-'07 school year her class met Reading AYP, and even more astonishing they did so without Houghton Mifflin! This is a transcript of my interview with the aforementioned teacher:
What role does literature play in your classroom curriculum?
Well, our school has a block schedule. So we are required to teach literacy for 120 minutes a day (she says with a wry smile). However, literature is around us at all times, and [I think] it is important that we incorporate it in all aspects of [student] lives and learning. [Thus,] I try to incorporate literature in every subject. I think this opens up [my students'] eyes to the creative aspect of all [subject areas].
What kinds of books are chosen?
I check to see that...
a) The book will appeal [to the students]
b) The book will reinforce what I am teaching.
Why and how?
I preview a lot of kid books, excuse me, children's literature. The books I preview are ones that I have researched, or ones that have been recommended by other teachers or even my students. [As I preview I am looking to see if the book] is on topic, will reinforce the standards, and will appeal to the students. I am even checking the cultural aspects of class. My class has a lot of ELL kids, and I try to pick books that appeal to them and me too!
What is the teacher's theoretical perspective on teaching or specifically on using children's literature in the curriculum?
I believe that using a variety of authentic literature allows the teacher to have creativity and versatility [so] they are not stuck using one system. Last year, for example, I didn't use H.M. just good fun stories. I also use reader's workshop.
What role does literature play in your classroom curriculum?
Well, our school has a block schedule. So we are required to teach literacy for 120 minutes a day (she says with a wry smile). However, literature is around us at all times, and [I think] it is important that we incorporate it in all aspects of [student] lives and learning. [Thus,] I try to incorporate literature in every subject. I think this opens up [my students'] eyes to the creative aspect of all [subject areas].
What kinds of books are chosen?
I check to see that...
a) The book will appeal [to the students]
b) The book will reinforce what I am teaching.
Why and how?
I preview a lot of kid books, excuse me, children's literature. The books I preview are ones that I have researched, or ones that have been recommended by other teachers or even my students. [As I preview I am looking to see if the book] is on topic, will reinforce the standards, and will appeal to the students. I am even checking the cultural aspects of class. My class has a lot of ELL kids, and I try to pick books that appeal to them and me too!
What is the teacher's theoretical perspective on teaching or specifically on using children's literature in the curriculum?
I believe that using a variety of authentic literature allows the teacher to have creativity and versatility [so] they are not stuck using one system. Last year, for example, I didn't use H.M. just good fun stories. I also use reader's workshop.
Wednesday, October 3, 2007
Perdue is obsessed with chicken
http://www.perdue.com/company/news/press_release.html?id=1164
I hope you enjoy this Perdue commercial as much as I did. Clearly, this commercial is an example of an advertisement message interwoven into a traditional fairy tale. In addition, I think it's a clever spoof of the seller's "obsession" and the depths to which corporations will sink in order to market their goods. Actually, when you think about it that way it's kind of sad, a sobering look at our contemporary cultural practices.
I hope you enjoy this Perdue commercial as much as I did. Clearly, this commercial is an example of an advertisement message interwoven into a traditional fairy tale. In addition, I think it's a clever spoof of the seller's "obsession" and the depths to which corporations will sink in order to market their goods. Actually, when you think about it that way it's kind of sad, a sobering look at our contemporary cultural practices.
Tuesday, October 2, 2007
Online Research to find Children's Literature Web Sites part II
http://64.233.169.104/search?q=cache:u6x-dNMMpl4J:ira.org/downloads/wc_handouts/wc06_gove_sebian.doc+critical+literacy+and+picture+books&hl=en&ct=clnk&cd=3&gl=us&client=firefox-a
Additionally, here is a website about critical literacy, and the potential environmental awareness and activism teachers can promote by exposing students to picture books, with environmental themes, that provide spaces for critical literacy. Although, this website does not fodder interactivity it does provide a list of titles that I would recommend teachers invest in. This site really makes you think about the potential effect of engaging students in critical literacy.
Additionally, here is a website about critical literacy, and the potential environmental awareness and activism teachers can promote by exposing students to picture books, with environmental themes, that provide spaces for critical literacy. Although, this website does not fodder interactivity it does provide a list of titles that I would recommend teachers invest in. This site really makes you think about the potential effect of engaging students in critical literacy.
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