for the babies...

Critical Literacy

2008-04-28T14:51:00.000-07:00

Void of context, quite literally, literacy means just four words: READING, WRITING, LISTENING, SPEAKING. But there is much to unpack here.

So if I only had one word, I would say literacy means COMMUNICATION. This definition links all of those elements (reading, writing, speaking, listening), suggesting a relationship that leads quite nicely into the discussion of the added qualifier: Critical Literacy.

To me, being critical suggests thoughtful action- actively engaging with the vast variety of texts in society. I use “texts” to include books, articles, advertisements, speeches, poetry, pictures, movies, art, even situations.

I would say people characterize writing and speaking as the more active roles, having voice and authorship to speak your piece. Writing and speaking can be perceived as acting upon the reader or listener. Their job as audience may be perceived as merely the receiver of information. Reading is often portrayed and practiced more passively. But “reading into” a text suggests much more engagement.

Critical Literacy is about “reading into” a text to recognize who is granted authority and agency in their authorship. It’s about equity and access- challenging and holding people accountable to their representations of people, places, history, etc. It’s about exposing bias, interrogating motives, and holding people accountable.

But firstly, and maybe most importantly, we have to hold ourselves accountable too, not just as speakers and writers, but as listeners and readers too. Reading Toni Morrison novels has changed the way I read forever. Toni Morrison forced me to recognize my own stakes in every text, helping me to identify what biases I might bring to the table and recognize how that might change my own interpretations of what I “read into…”

Mt. Pleasant Library Observation

2008-04-23T19:03:00.000-07:00

They devote the entire upstairs to a huge Children’s Room at the Mount Pleasant library. One side of the room has books resting on low shelving or even in crates on the ground. The low tables have books already laid out as well as puzzles or other such tactile games. There are a couple of nooks and crannies with oversized pillows or bean bags good for curling up comfortably and reading a book. This side has more picture books and is clearly geared towards younger children. The other side of the Children’s Room has computers where students can access the internet or search for particular books. It also has a few tables where students can read or study. The shelving is taller with more advanced books, organized by topic: sports, science, history, math, nature/animals, etc. This side is clearly geared towards older kids. There is also a large empty space that is easily filled with chairs for special programs like poetry readings.

There are many, many diverse books available at this library. They have a pretty large bilingual section, mostly in Spanish. They have clearly considered the population in the neighborhood where there is a large Hispanic community, particularly Salvadorian. But I also noticed a smaller, but still nice collection of books in Vietnamese. Having worked in the neighborhood for four years, I began to question how much I actually know about it, wondering if there is a Vietnamese community I haven’t noticed. It was pretty cool to see one of my own favorite books, Toot & Puddle, written in Vietnamese.

I had no doubt that the books at Busboys & Poets would be diverse since it is run by an organization that promotes “anti-racist, multi-cultural, activist” book titles. But I thought I would find more biased and out-dated books to interpret critically at the library. I found it surprisingly difficult.

I picked up, Exploration ad Conquest: The Americas After Columbus: 1500-1620, by Betsy & Giulio Maestro. The story of how Christopher Columbus “discovered” America is the most classic misrepresentation of history. However, I was pleasantly surprised to read the first line of the book explain how Christopher Columbus was not the first to “discover” America. I was even more surprised to read about the savage treatment of the natives already inhabiting the land, pictures too... shocking!

So I turned to sports books, thinking they would surely be geared more towards boys. Right away, I was drawn to an instructional book about basketball with a boy on the cover. But once I opened the book, I saw a relatively equitable representation of boys and girls. I saw a woman on the cover of Volleyball For Fun, by Darcy Lockman. I thought about how much this is portrayed as a “girls sport,” but like the book about basketball, I saw plenty of photographs of men playing the sport. In fact, I learned a thing or two about this sport I thought I was pretty familiar with. The sport was first created for men as an adaptation of basketball. Who knew?!

Some other diverse books I found:

Jamari’s Drum, by Eboni Bynum & Roland Jackson

(Co-written by master-drummers & illustrated by native Malian artist depict the importance of drumming traditions in Africa.)

We Belong Together: A Book About Adoption and Families, by Todd Parr

(The child-like illustrations portray family members as diverse and unrealistic colors, like blue, yellow, and purple. This quietly addresses issues of race, not only for adoptive children, but also children with bi-racial parents. This book thoughtfully and simply addresses the question, what makes a family?)

Children Just Like Me: A unique celebration of children around the world, In Association with UNICEF & the United Nations Children’s Fund

(Every two pages profiles and interviews a single child from countries that span the globe, helping make diverse cultures both real and relevant in the similar and different daily activities.)

Fa Mulan: The Story of a Woman Warrior, by Robert D. San Souci

(Illustrated by Jean & Mou-Sien Tseng- This Chinese husband/wife team heavily researched the historical time period to ensure they accurately depicted costumes, armor, and weaponry in their illustrations)

The Princess and the Beggar: A Korean Folktale, adapted & illustrated by Anne Sibley O’Brien

(Though not Korean herself, the author has a strong understanding of the culture. The daughter of a medical missionary spent thirteen years of her childhood living in Korea. She gives a feminist perspective in her retelling of the Korean Folktale that already engages the discussion of class and social status. The back of the book provides an author’s note at the end of the story explaining the historical context of cultural depictions in her illustrations.)

Bookstore Observation

2008-04-16T18:21:00.000-07:00

Busboys & Poets Books is a part of something greater than itself in more than one way. Dedicated to the Black Renaissance poet, Langston Hughes, Busboys & Poets is a very popular social gathering place. The large dining area of its restaurant and bar is always bustling with crowds of people and the stage in its ballroom hosts a variety of community events such as movie screenings and live performances that include poetry, music, and dance. The bookstore occupies less than a quarter of the physical space.

Though the bookstore takes the name Busboys & Poets Books, it’s actually managed by a separate organization, Teaching for Change. Teaching for Change is an organization that provides families and schools with tools to build social justice into their teaching in order to give students the skills to become more active and global citizens in the real world. (For more information, visit: www.teachingforchange.org)

I love this Busboys & Poets Books! Although small and somewhat crowded, I find its collection of books rich and refined. The affiliation with Teaching for Change ensures thoughtful and deliberate selection of books. However, the book selection clearly attracts a very particular audience- progressive teachers and social activists are the first that come to mind.

The children/young adult section is situated near the front of the bookstore consisting of two, large, double-sided bookcases that form a single island. Though this bookstore offers incredibly diverse books for children, the bookstore itself is not geared towards children. Aside from the fact that it’s situated directly next to the bar, the bookstore is crowded and lacks any real comfortable area to sit and read. I think the children’s section is geared more towards parents and teachers who will purchase books to bring back home or to school for children. A note posted on the shelving reads: Anti-bias, activist, multi-cultural titles and even provides title recommendations. Most of the books are shelved tightly, with book spines showing, rather than the cover. As a 1^st/2^nd grade teacher, I know that the picture on the cover of a book often persuades students to choose it. But they just don’t have the space to display all their books that way.

However, the children/young adult titles are great. A few titles that display the book cover:

•Satchel Paige: Striking Out Jim Crow, by James Sturm & Rich Tommaso

(a graphic novel about the legacy of the legendary Negro League pitcher, Satchel Paige)

•Barefoot Gen series, by Keiji Nakazawa

(A graphic novel series of stories from the perspective of a young Japanese boy post World War II)

•Why War is Never a Good Idea, by Alice Walker

(A beautifully illustrated and poetic plea against war, discussing its vast global consequences)

•Those Shoes, by Maribeth Boelts

(A great picture book that identifies a common socio-economic story about one boy’s quest to own a pair of “those shoes” that every kid in school wears when his family really can’t afford them.)

•I Love My Hair, by Natasha Tarpley

(The title speaks directly to the shared story of many young, black girls and their relationship with their hair, addressing the significant social issue regarding perceptions of beauty and how it affects self-esteem.)

•Visions for the Future: A Celebration of Native American Artist Vol. 1, Published by the Native American Rights Fund.

(The title pretty much speaks for itself)

•A Life Like Mine: How Children Live Around the World, published by UNICEF

(This photographic informational book can be used as a reference book, displaying real children around the world in daily life)

•Beautiful Warrior: The Legend of the Nun’s Kung Fu, by Emily Arnold McCully

(Set in 17^th century China, this realistic fictional story breaks gender stereotypes with the cultural legend of a young female warrior)

One entire shelf in the children/young adult section is dedicated to bilingual stories, mostly Spanish/English. Nearby, a large Latino/Hispanic community still lives in the Mount Pleasant/Columbia Heights neighborhood. But the U Street/Cordozo neighborhood is definitely changing. More and more expensive condos have been built, catering to the diverse, urban, young, single, middle-class, liberal, professionals changing the neighborhood.

Though I love this bookstore, I rarely make purchases from Busboys & Poets Books. More frequently, I spend hours looking through books and writing down book titles to look for on Amazon. Books are too expensive brand new! I wonder how they can make ensure these fantastically diverse, “anti-racist, multi-cultural, activist book titles” are accessible to everyone.

Teacher Interview

2008-03-05T16:22:00.000-08:00

I interviewed a 5^th/6^th Inclusion Literacy Teacher at my school, Capital City Public Charter School.

What role does literature play in the classroom curriculum?

As an Expeditionary Learning School, she feels that literature is central in our curriculum (I imagine she also feels this way because of her specialty). Our school crafts expeditions that lend themselves to integrating content areas. Literature is one thread that weaves them altogether to make those connections in student learning. Her 5^th/6^th grade cluster makes “a concerted effort to make literacy an important (if not the most important) part of education” in their classrooms. She believes that being a literate person “is more critical to a life with options than, say, pulleys in science.”

What kinds of books are chosen? Why and How?

Our school is very team oriented. She stated that they (5^th/6^th grade teachers) try to differentiate books on many levels. Of course they consider reading ability when choosing books, but they also think about different genres, student interest, the “look” of a book, illustrations, etc. They also choose a variety of books related to the expedition “from different perspectives, especially from the different ‘players’ in the event/era.” The leveled books are a part of our school collection. Since we established set expeditions for grades, our principal invested in books that relate to each ranging in ability level, but obviously with the majority around grade level texts for the particular class studying the particular expedition topic. Classroom books are selected/purchased by the classroom teacher.

Who decides on what books are used in the classroom?

Again, the team/cluster decides on books. This includes the lead teachers, teaching fellows, and inclusion teachers. They also take input or suggestions from our school librarian, specialists (Art, Drama, Spanish, Music, Fitness teachers) and administrators.

What is the teacher’s theoretical perspective on teaching specifically on using children’s literature in the curriculum?

She says, “one major goal of education is to become a critical thinker.” She believes that this directly relates to children’s literature because kids gain the skills and confidence for thinking critically through reading books.

My Text Set... for now

2008-02-22T19:42:00.000-08:00

I’m still grappling with identifying a clear social issue for my literacy map. It all seems loosely connected right now. I chose the book, Celebrating Ramadan (Hoyt-Goldsmith & Migdale), because of a great map it has of the Islamic world. I will definitely use it as an image (if I can ever hammer out a clear social issue). It made me think of all the racial profiling and stereotyping that occurs in this country, particularly with the social/political climate since 9/11. Many Americans make sweeping generalizations about the vast Islamic world without taking responsibility for their negative sentiments. In addition to a very comprehensive description of the customs around celebrating this holiday, the book provides Arabic translation of important religious and cultural vocabulary as well as general religious practices.

I will use the Islamic Center of Washington for my local public monument. It serves as both mosque and cultural center for many Muslims in the DC area. My students could benefit from fieldwork to this site beyond enriching their reading of Celebrating Ramadan. The Islamic Center of Washington sits on Embassy Row, which holds a lot of social/political importance in the nation’s capital.

The book also had a beautiful photograph of a Muslim girl displaying her hands decorated with henna designs. I thought it would be a fun activity to do with students. Despite its Islamic ties, henna has become popularized in the United States. This mainstream trend has further implications about American sentiments regarding Islamic culture. Does the mainstream accept this aspect of Islamic culture or are they just ignorant of its cultural association?

Self as Informant

2008-02-20T18:29:00.000-08:00

My fondest memory of literacy involves road trips with my sister and her godmother. My sister and I memorized Shel Silverstein poems to pass the time… and earn money! My sister’s godmother was very generous and I still have Tree House memorized. Now I recite it to my students. I’ve illustrated a large chart with this poem for my class and use it to model fluency as well as track long e sound and spelling patterns. I also share this memory with my students about to model making connections with literature and hopefully connecting with them a little too. Just today, Simon told me he “used my idea.” He has now memorized Tree House as well as a poem he wrote himself. Of course, he earned some money too. I love it. This is what teaching is about.

I feel like I started learning to read with an edition of Cinderella. I read it so many times I only remember its pink hard cover as old and beat-up with worn and yellowed pages. It was that book I made my parents read to me over and over until I had it memorized and could read it myself. Now I have students whose parents say they aren’t really reading yet because they’ve just figured out the rhyme or pattern or memorized the book from so much repeat reading. I tell them that all of that is reading. The majority of my students learn to read in first grade and it can seem like a pretty magical thing. Parents take for granted all the pre-literacy skills required for reading. Beyond knowing the alphabet and having the range of phonics skills for decoding, students need to have a concept of directionality and one-to-one correspondence. Even still, they need to understand what they read. That’s the really tricky thing.

Finding books about real people and the real world made reading meaningful for me. I have read quite a few biographies (Malcolm X, Assata Shakur, Angela Davis, George Jackson). I read Ralph Ellison’s Invisible Man in eighth grade. I definitely need to read it again. I understood the basic social problem at play in the book, but imagine I will engage more critically on a second read. Real issues.

The book Billy by Albert French brought me to tears. I’m pretty sure it’s based on a true story. If not, I’m sure it’s someone’s true story. It takes place in the South (US) during the 1940s or 50s. Overt racism runs rampant. A couple of white girls taunt and beat up a black boy. He kills one of them in self-defense. I always feel like I’m ruining the story when I say this, but the author includes it in his summary on the back of the book. They story ends horrifically. They convict Billy of murder and executed him. Unbelievable. No way, I thought. No way could this actually happen. No happy ending. Real life.

Reflection Point 2.6: David

2008-02-13T13:37:00.000-08:00

Whenever people discuss inequity, I am always struck by the inevitable intersection of class, gender, and race. Although I have not picked up my own copy of The Hockey Story, I found David's focus of class interesting. Immediately I think of race and gender when I think of hockey. It's a sport that typically excludes black people and women. I thought David could push students to think about multiple inequities at play... even beyond class, gender, and race. Age discrimination is a very empowering example of inequity when discussed among young people. It would also fit into their discussion of child labor.

We use Responsive Classroom for a social curriculum at my school and we have been (obnoxiously) trained to think, speak, and teach in positive ways. Traditionally, rules are often framed with "no" and "don't." Rather than create rules about how people should behave, they are told what not to do. At my school, we translate "no running" into "walk." "Don't talk while someone else is talking" changes to "listen while others are talking." It seems very simple, but it makes a huge difference. How can we expect students to know what they should actually do if we all we tell them is what they shouldn't do?

I thought of Responsive Classroom when I read about the anti-Nike posters and boycotts. How could David encourage his students to research and promote alternative brands that do not exploit children? I say research because (while I know about Nike, Hanes, Gap and a laundry list of other brand names that exploit children), I can't name many companies that I know for sure provide fair pay to their workers. In a way, negative attention is a promotion in itself. It's attention, whether negative or positive. David's class could focus their attention on the positive by making posters to inform people of the brands they should purchase. Rather than boycott companies like Nike, they could support the companies that do the right thing by purchasing a wearing those brands. Who knows, they could start a trend!

Critical Literacy- blog 1

2008-02-06T15:49:00.000-08:00

I had two "Aha!" moments in chapter 1. The first came with the explanation of the term children's literature used in throughout the book. Vivian discusses the "tensions it creates" because of the misleading ownership suggested by the term. There is not question about who creates children's art. But the same assumption rarely holds true with children's literature. Clarifying that this refers to literature for children rather than by children has a lot of implications. I believe that children (and everyone, really) learn best if they have a model. If children only read work by adults, they never have a true model of their own. I think back to when I first starting writing. In kindergarten, my 6th grade buddy would come down and scribe stories I would illustrate and dictate to her. She would support me to write a sentence or two. I don't have any of these stories, but I remember that they were often about princesses and maybe unicorns too. I remember this because I modeled my own writing after all my favorite Disney romances: Cinderella, Snow White, Sleeping Beauty... all about princesses getting rescued. Even now, literature has been gendered. Supposedly, girls want to read about princesses and playing dress-up and ponies (or unicorns!); boys read about sports and race cars and alligators (or maybe Even the types of animal books children read have been gendered, falling into a passive/dominant dichotomy.

My next "Aha!" moment came with the small section on rethinking balanced literacy (p. 16). My school tends to take pride in utilizing the balanced literacy model as though it's the most progressive way to teach. I have my own gripes with balanced literacy, but have never thought about the dangers of failing students with breadth and depth in their literacy instruction within this model. Ultimately, this is what it comes down to. I often feel like we don't do enough phonics with some students or comprehension work with others and find myself employing a differentiated approach to balanced literacy. I don't characterize balanced literacy as doing "equal amounts of everything." I see balanced literacy as giving students a variety of skills and strategies for accessing and interacting with texts. But certainly, there lies a danger of only skimming the surface of everything and never digging deeper with anything. It makes me think of the concept that a "jack-of-all-trades" is usually a master of none.

I have learned to teach in an expeditionary learn school. So, even with the balanced literacy model, we definitely cover breadth and depth in our teaching. Our approach to learning, in general, is multi-disciplinary. We model making connections between subject areas and help them apply their learning to the real-world, rather than in an isolated and esoteric educational vacuum. We believe in community action and using their learning to make a difference. Service is a huge component of every expedition school-wide. People at my school may never use the term critical literacy, but they do it everyday. The main common thread between expeditionary learning and critical literacy is this notion of empowering students to become agents of their own learning. We encourage students to investigate, interrogate, criticize, and cross-check what they read. We also teach them to advocate for themselves and others and then take action to actually make a difference.

In the younger grades especially, students believe everything their teachers tell them. You have to be so careful as a teacher because your students remember everything you say and hold it as the gospel truth. But this happens with print too and continues through most people's adult life. "Don't believe everything you read" has become cliche words of wisdom for a reason.