What was it like to talk with your group on-line?

For those of you who held your discussion on-line what was that experience like? How was it similar or different from meeting in class? What seemed to be gained or lost? How might this experience impact how you think about your own future teaching?

What was it like to meet, in person, out of class?

For those of you who have met in person for your discussion, what was that experience like? (Where did you meet? How did conversation go? etc.) How was it similar or different from meeting in class? What seemed to be gained or lost? How might this experience impact how you think about your own future teaching?

Session 13: GLBTQ literature

I'm posting this early because I know that some people are working ahead and have 'complicated' schedules near the end of November. :-)

Read:

• Boy Meets Boy
• McLean (1997): What is McLean's rationale for considering GLB(TQ) literature as "multicultural"? What stereotypes and inaccuracies does she suggest we watch out for? This article was written in 1997. Are you familiar with any books that you think do a "better" job of representing GLBTQ characters?
  
• Levithan (2004): Although Levithan is directing his words to librarians, they also apply to teachers. What does he mean when he writes, "Being gay is not an issue, it is an identity. It is not something you can agree or disagree with."
  
• Optional: Barnard (1994): (Posted on Angel) Why does the author suggest that heterosexuals not identify themselves as such in these discussions? What do we mean by "heterosexual privilege" in a teaching context?
  

Write (everyone):

• Write a questioning the text paper and submit it to the dropbox by 6 pm the evening before class
• Bring "Blog Log" to class to hand in. (Last page of syllabus). Although you can continue to post and comment, I'll use these to check that my records on blogging are up-to-date. (Obviously you will not have done the final post.)
  

Feel free to comment and ask questions (particularly since we won't meet the week before this session.)

Session 12: Jewish American Literature

We won't be meeting together for session 12. Instead, you will have the option of arranging to meet with your discussion group for a face to face discussion and/or discussing the texts through blog posts.

As is indicated in the syllabus, everyone will read:

• Confessions of a Closet Catholic
  
• Silver (2002): What criteria does Silver suggest for evaluating books?
  
• Kimmel (2003): How does Kimmel understand the "Jewish content" of his stories?
  
• Group C members write a questioning the text paper and submit it to the dropbox by 6 pm the evening before your class was scheduled.

Here are some additional texts for you to consider. (We would have looked at in class):

• Read "The Shoebox" (posted on Angel). Which shoebox do you think the boy intended to take with him? How does this story connect to larger themes/issues related to Jewish identity and history?
• "Jewish book choice" memo. (posted on Angel): This is a letter that I wrote to the team when we were trying to decide which book to use as the selection for this week. After reading about the options, which would you choose for the course? Why?
  
• One of Kimmel's picture books. (Available at most libraries/bookstores) Do you agree that his work includes "positive Jewish content"? Do the stories seem universal in some respects? You might also check out some of the award winners.
  

If you are going to meet in person:

• Arrange when and where to meet with your discussion group. You can meet on campus, for coffee, at someone's house. (Just be sensitive to transportation/$ issues.) In some ways this might be a more "authentic" discussion than an in-class meeting.
  
• Discuss Confessions, the readings, and "The Shoebox", and/or the letter.
  
• Take notes on what you discuss and whether/how this meeting felt different or lead to different types of ideas than a whole class session.
• Post a description of your meeting and 1-2 key ideas that came out of discussion on your blog. You may also contribute a comment to the "what was it like to meet out of class?" post on the class blog.
• You are welcome to read other blogs and participate in those discussions as well!
  

If you are going to have your discussion on-line:

• Cs begin one strand of discussion on their blogs by posting a very abbreviated version of their QTT paper
  
• As and Bs (and Cs, if they want) should begin strands of discussion on their own blogs. Here are some ideas: post a short response to the Silver/Kimmel articles. (This could be an interesting quote, idea, question, connection, etc.), post a response to "The Shoebox" or "Jewish book choice", raise another question related to Confessions, share a profession resource you find on-line, etc. Remember that short, focus posts often lead to focused responses!
  
• Everyone in your discussion group needs to participate in each strand of discussion. You might set up a schedule to decide when the initial posts are made and a "closing time".
• Contribute a comment to the "What was it like to discuss ideas on-line?" post on the class website.

We'll talk about the timing of all of this. Remember that you'll be preparing for session 13 as well, so you'll have to manage your time (especially because some of you will be traveling over the Thanksgiving break)!

Feel free to comment and ask questions (particularly since we won't meet this session!)

Session 11: Asian Pacific American literature

Read:

• Project Mulberry
• Siu-Runyan (2002): This article focuses on "Books that teach about the Asian and Pacific Island peoples of Hawaii". What does it add to your understanding of that population? Of the purposes and need for multicultural literature in general?
  
• Yamate (1997): As of 1997, what was the state of publishing for Asian American texts? What type of research might you do to explore whether anything has changed over the last 10 years? What themes might you find in Asian Pacific American literature?
  

Write (Group B):

• Write a questioning the text paper and submit it by the Angel dropbox by 6pm the night before class

Blogging:

• If you are a "C": Please post before the class session. The topic is "open"--you can write about Project Mulberry, either of the two readings, or something else!
• If you are an "B" or "A": Respond to at least one post from a "C" before session 12.

Session 10: Exploring Latino/a Literature

This week we'll continue to talk about critical literacy (bring the Kuhlman article to class) and then focus on Latino/a children's and adolescent literature.

Read:

• Becoming Naomi Leon
• Ada (2003): This chapter is from the book A Magical Encounter: Latino Children's Literature in the Classroom. Why does Ada use the term "Latina" to identify herself? How is this connected to her understanding of self and history? What does she add to our understanding of the insider/outsider debate? To our understanding of the Pura Belpre award?
  
• Barrera and Quiroa (2003): This chapter is from the book Stories Matter: The Complexity of Cultural Authenticity in Children's Literature. Why is it important to consider the use of Spanish in texts? When does it enhance the text? When does it detract from the text? How might audiences of Spanish/English and English speakers be accommodated?
  

Write (Group A):

• Write a questioning the text paper and submit it by 6 pm the night before class.

Blogging:

• If you are a "B": Please post before the class session. The topic is "open"--you can write about Becoming Naomi Leon, the Ada or Barrera and Quiroa articles, or something else!
  

• If you are an "A" or "C": Respond to at least one post from a "B" before session 11.
  

Session 9: Critical Literacy/Material Culture

Although the focus of this session is, broadly, "critical literacy", we'll think about the topic in several ways. First, we will meet at the MSU museum for the first hour of this session to talk about what we can learn from "reading" a historical artifact--a quilt created to raise money for the KKK. Then we'll return to Erickson to discuss Witness and how one might lead students in thinking about texts more critically.

To support our discussion of critical literacy:

• Read Witness by Karen Hesse. Complete the graphic organizer I've provided in class for the character you've been assigned. (You will find a list with your character assignment posted on Angel. I've also posted the graphic organizer in case anyone wants to work from an electronic copy and/or didn't get one in class.)
  
• Read Kuhlman. Did you read Little House on the Prairie as either an adult or child? What were your responses to the text? What does Kuhlman mean by "critical reading"? Why and how does she engage students in this type of reading? (What does it "look like"?)
• Optional: Post a blog entry on your response to Witness or the Kuhlman article
  

To prepare for the museum visit:

• Optional: Read "The KKK Fundraising Quilt of Chicora, Michigan" (posted on Angel)
• Optional: Write a blog entry on your response to one or more ideas in the article, any questions or expectations that you have as you anticipate our visit to the museum, or connections you see between Witness and the museum trip.

Please remember that we will begin class at the MSU museum! (You are welcome to arrive a little early!)

Session 8: Preparing for Charlie's Point of View

Note: This is the only session for which the Monday and Wednesday sections have different assignments! This post applies to the Monday (002) section.

Blogging:

• If you haven't already done so, post the results of your group's award research. Be sure to cite and/or link to electronic resources you found helpful.
  
• Optional: Where do you stand in the awards debate? What purposes do they serve? Should awards be given for particular types of literature?
  

Read:

• From Charlie's Point of View
• Linton (1998): What does Linton say about the power of language? What terminology do you prefer when discussing this topic? Why? What would it mean to read Charlie's Point of View from a "disability studies framework? What types of questions would you ask about the representations in the text? How would you analyze those questions?
  
• Tal (2001) and Williams, et. al. (2005): In what range of ways have people with disabilities been portrayed in text? What criteria might one use to evaluate books that include people with disabilities? Is there anything you question about the criteria presented?
  

• Optional: Check out Richard Scrimger's website and/or blog. (I suggest after you read the book!) You might even write him and then report back to the class! On a less adventurous note, what can you learn about him from his on-line writing? What don't you learn about him?
  

Write (Everyone):

• Write a questioning the text paper and submit it to the Angel dropbox by 6 pm the evening before class.
  

In class we'll listen to a speech by the president of the National Federation for the Blind and talk about how the speech may raise new questions about From Charlie's Point of View.

Session 8: Preparing for "Al Capone..."

Note: This is the only session for which the Monday and Wednesday sections have different assignments! This post applies to the Wednesday (001) section.

Blogging:

• If you haven't already done so, post the results of your group's award research. Be sure to cite and/or link to electronic resources you found helpful.
  
• Optional: Where do you stand in the awards debate? What purposes do they serve? Should awards be given for particular types of literature?
  

Read:

• Al Capone Does my Shirts
  
• Linton (1998): What does Linton say about the power of language? What terminology do you prefer when discussing this topic? Why? What would it mean to read Al Capone Does my Shirts from a "disability studies framework? What types of questions would you ask about the representations in the text? How would you analyze those questions?
  
• Tal (2001) and Williams, et. al. (2005): In what range of ways have people with disabilities been portrayed in text? What criteria might one use to evaluate books that include people with disabilities? Is there anything you question about the criteria presented?
• Optional: Check out Gennifer Choldenko's website. (I suggest you read the book first.) What do you learn about her? What don't you learn?
  

Write (Everyone):

• Write a questioning the text paper and submit it to the Angel dropbox by 6 pm the evening before class.
  

In class we'll watch part of a documentary in which a woman who is autistic shares a little about her experience and talk about how the film may raise new questions about Al Capone Does my Shirts.

Session 7: Awards assignment

The co-themes of session 7 will be "practicing close readings of text" and analyzing awards for diverse literature. You'll only need to prepare for the second!

Everyone:

• Read the Aronson and Pinkney articles. What are the arguments for and against honoring books in specific cultural/social categories? What assumptions does each position rely on?
  
• Where do you stand in terms of the debate?
  

Award jigsaw: Research the following information for your assigned award.

• Is there an official website for the award? Are there other resources that provide information about the award? (Sometimes libraries or author blogs feature information not available on the official sites.)
  
• Why and when was this award created? What is the rationale for the award?
• Selection criteria: What books, authors, illustrators are eligible? How are the books judged?
• Who sponsors the award?
• Selection committee: Who chooses the winners? How do you get on the committee? How transparent is the process?
• Bring in books that have won or have been honored by the award. This will mean a trip to the library--you can coordinate this within your group. How easy was it to find the books? Do they have seals or other indications that they are award winners?
• It would be helpful if one person in the group could bring in a computer.
  

In class we'll teach each other about the awards, share books, and talk about the questions that our research raises. The "product" of your group work will be a collaborative post on your award. (Although you'll have time to work on this with your group, most of your research should be done in advance of class.)

Session 6: African American Lit. and "Voice"

Everyone:

• Read Martin (2004): What does she mean by the "double voicedness" of text? How is this "double voicedness" connected to the historical position of African Americans? Do any of the modes of discourse seem familiar? (You might draw on popular culture for examples or written texts.)
• Read Woodson (1998): What does Woodson add to our "insider-outsider "debate?
  
• Read Bronx Masquerade by Nikki Grimes. This books is written in a combination of verse and prose. Try reading (and maybe rereading) the poems aloud to explore how they sound. Mark 1-2 poems that you would like to share and discuss.
  

Group C:

• Write a questioning the text paper and submit it to the Angel dropbox by 6 pm the night before class
• Bring a hard copy of your paper to class
  

Optional:

• What can you learn about Nikki Grimes through internet research? Post any interesting resources in a blog entry.
• Contribute a response to "How is blogging going?" by 6 pm the night before class

Session 5

For session 5 we will be discussing the book Habibi and Arab American children's and adolescent literature more generally. To prepare for the session:

• The Al-Hazza and Lucking (2005) article provides a context for our discussion. Who are Arab Americans? How are they (mis)represented in the media? What are the implications for how we read a book like Habibi?
  
• Al-Hazza (2006) provides an analysis of children's and adolescent literature? What do you notice about the types of books that are available that portray Arab Americans? What seems missing?
  
• Read Habibi and note what strikes you about the text. Bring your questions, concerns, impressions to class. Next week we will talk a little bit about how the book has been used and questioned in schools.
  

• B's only: Write a questioning the text paper and submit it to the Angel drop-box by 6 pm the day before class
  

Preparing for Session 4

Reading:

• Next week we'll focus on the "insider-outsider" debate in class: who should write "diverse literature"? What are the rationales for seeking out works written by authors who draw on personal experience and/or identify with the cultural or social groups they represent? What are the rationales for taking a stance that "outsiders" can also write quality pieces of literature? In what ways is the "insider-outsider" distinction tricky or a problem?
• Your readings for this week are drawn from a on-going, written, and scholarly debate in the world of children's literature. Read the four articles for this session in the order that they are presented in the syllabus. You may find it helpful to keep a list of different arguments and counter-arguments.
• We'll spend time in class clarifying different viewpoints and complicating our understandings of the dilemmas involved in this debate!
  

Blogging:

• This is one of the few weeks for which there is an assigned post (or comment, if you wish to respond to someone else's idea). Write a focused and concise post on an aspect of the insider-outsider debate.
  
• Optional: Add a section on your blog for links to professional resources on diverse literature.
• Optional: If you haven't done so, set up a Google Reader (or other similar account) to subscribe to posts from this blog and your fellow classmates' blogs.
  

Preparing for Session 3

Here are some thoughts on preparing for next week:

Readings:

• Cortes (2001): This article examines the nature of stereotypes and discusses how one might introduce the concept to children. What is the difference between a stereotype and a generalization? How are stereotypes created?

• Reese (1997): Although the examples in the reading are a bit outdated, the chapter does a nice job of discussing a number of key topics: background on Native American nations, key authors, stereotypes, problematic texts, teaching ideas, and criteria. Because of the length, we will not review the whole reading in class! Please come to class prepared to share several key ideas or quotes that intrigue you. We'll use your ideas as the basis for discussion.

• Smith (2005): Cynthia Leitich Smith is one of the authors we will feature next week. This article shares her perspective on critical reviews of her work and includes criteria to consider when choosing literature that portrays Native Americans. We will read Jingle Dancer in class together.
  

Preparing for literature discussion:

• Everyone must read "Heart of a Chief" carefully. Take notes on questions you have, passages you enjoy/question, personal reactions, connections to course readings, etc. Bring these to class.
• Students in the "A group": Write your questioning the text paper, paying close attention to the assignment guidelines. Submit an electronic version in the Angel dropbox by 6 pm the night before class meets. Bring a hard copy to class so that you can refer to it to start discussion!

Blogging:

• See next post!
  

Preparing for Session 2

Hello Everyone!

Here are some guidelines for preparing for next session. If you have any questions, post them as a comment and I'll respond publicly so that others can benefit as well!

Introduction to issues of diversity:

• Bishop (1997): What is multicultural literature? Why use it? What issues might one consider as one reads this type of literature?
• Yenika-Agbaw (1997) What is the relationship between reader-text-context? What does it mean to read critically?
  

Poetry:

• The Tatum (2000) article will help you think about your own "social identities" and help us think about how they might impact how we read and understand the world. This article might inspire your poetry!
• If you go to the "Lessons" tab on our angel site you'll see that I've posted the poems we read in class and have added a drop box to submit the poems.
• Please submit your poems by 6pm the night before class!
  

Blogging:

• The Suen (2006) article provides an introduction to blogging and its place in the world of children's literature. Check out some of the children's literature blogs that she mentions!
• If you want more general information on blogs, you might also check out the wikipedia entry on blogging.
• For those who feel ready, follow the directions on the last page of the syllabus to set up your blogs and do an initial post! Remember to email me your address!
  
• Next session we'll spend some time sharing what we find!
  

Wow! This is a lot to do, but I think that it will set us up for a good semester! (And, if it makes people feel better, this isn't a typical week's assignment!

Valerie