Jamie Reads Between the Lines

What does Critical Literacy Mean to Me Now

2008-12-17T13:47:00.000-08:00

What does Critical Literacy mean to me now?
What a learning experience! To me it critical literacy means questioning and challenging different points of view is not only okay, but a must. As a teacher, I am striving to create a space where students are encouraged to read from all perspectives. Critical literacy and its uses have changed the way I look at what I chose to present to the class and how. I already read certain questionable stories like, Rumpelstilskin, Rapunzel and of course the famed Cinderella, and I looking back I wonder if the message the students received was the message I wanted to leave them with. While there is a lot of questioning on my end as to whether I’m teaching the right things and reinforcing the right perspectives, I’m encouraged to talk more about the ‘tough questions’, present all sides of difficult topics, and explore books that set examples of how we as a community should treat each other. I’m working on letting go enough to allow my students to facilitate their own conversations, asking each other critical and crucial questions, instead of me leading the group.
I have also been encouraged to make better use of technology in the classroom. The Podcast camp was really inspiring and brought to light a lot ways I could improve the effectiveness of technology.

Interview with Ife Spradley, 1st Grade Teacher

2008-12-17T13:17:00.001-08:00

What role does literacy play in the classroom?
It has a primary role used to build skills in reading writing thinking and listening. The classroom is a print rich environment encouraging students to use and become aware of the print that is used every day to express directions, news and announcements, and feelings. It is used to introduce certain topics across all subject areas. It is the foundation for learning different skills.
What kinds of books are chosen? Why? How?
Books chosen are grade level appropriate read a-louds, leveled readers and interdisciplinary books (science math social studies). Books are both “just right” and challenging to ensure the growth of all students. I’m not sure why certain books are chosen over others because the principal chooses them. I choose my own supplementary books based on colors, pictures, age appropriate vocabulary and topic of interest.
Who decides what books are used?
Administrations, curriculum coordinator, reading specialist, teachers (match books appropriately with student’s ability based on assessments)

What is your prospective on teaching using children’s literature?
I love using children’s literature because use of the colors, vocabulary, and diversity (hopefully) grabs their attention, and the many topics it touches inspires conversations to spontaneously occur. Often I feel like the kids are learning without even knowing it.

Literature websites

2008-12-17T06:25:00.000-08:00

I have actually saved these to my computer and shared the links with the folks at work also. Readwritethink.org is my favorite!

http://www.webenglishteacher.com/index.html
This is a site that I found while searching for 6+1 writing trait ideas. It is an excellent site for reading, vocabulary, poetry, mythology and professional resources. It is suitable for all students K-2.
http://www.amlainfo.org/home
I really enjoyed exploring this site and found that it motivated me to use different technologies to explore literacy with students. I don’t think it’s quite suitable for the little ones, but very useful for 3rd grade and higher. While critical literacy was not mentioned specifically, one link referred to investigating the media coverage of national disasters like, Hurricane Katrina. Be Prepared for the Next DisasterWhen Katrina wreaked havoc on the Gulf Coast, NAMLE board members provided a collection of model lesson plans applicable to analysis of media coverage of all disasters
Here’s another off shoot of that site: http://www.medialit.org/reading_room.html
http://www.readwritethink.org/lessons/lesson_view.asp?id=23
I learned about this website last semester. It’s a great literacy site complete with lesson plans. This particular page is a detailed lesson plan about critical literacy and point of view. The page indicates that this lesson is geared toward 6th-8th graders and incorporates writing as well. Perhaps with a few adjustments this lesson would be appropriate for children of younger ages.
http://books.google.com/books?id=PPtLCQFdqBgC&printsec=frontcover&dq=Parents+use+critical+literacy&source=gbs_summary_s&cad=0#PPR9,M1
Critical Literacy and Writer's Workshop
By Lee Heffernan
I found this website while searching for “critical literacy in the classroom”. It’s a book, that’s available for purchase, but Google had more than a description available. I thought to myself what a great resource this would be in the classroom; not only a link between reading a writing but a critical link. I’m not using “critical” as a play on words, but rather to emphasize the importance. As we create more space to talk about some social political issues, I anticipate some conversations being difficult for students to talk about it. However, if they’re given the space to also write about it (and I’m given a guide on how to do it), those conversations can be had, comfortably and effectively.

Countertext Project---

2008-10-27T21:17:00.000-07:00

Brace yourselves, here's my script and the movie/collage. If you watch the movie, make sure you turn up the sound. :)
Podcast Script

This podcast is going to explore the use of slang in children’s books and how certain slang can be linked to right here in DC. I will refrain from using the term Black Vernacular English, as there are many versions of informal English used throughout many different communities in the United States. For my own purposes I don’t have a need the need to attribute it to one group or another.
When I think of the term “slang”, I tend to think of it in terms of oral discourses only; but when specifically considering slang in literature, I could barely see slang’s usefulness, limiting it to dialogues between characters.
One day while exploring Borders, I came across a children’s book entitled, Queen of the Scene by Queen Latifiah. I was immediately excited because Queen Latifah has always been a very positive female hip hop icon. I counted on the book’s theme to be positive and realistic, however, as I read it I became increasingly disappointed by the use frequent use slang terms.
As a first grade teacher, I spend a good part of my day correcting my student’s grammar because I believe it is important to speak Standard English not only on an interpersonal level but academically as well. Habitually, students write in the same manner with which they speak. If Standard English isn’t familiar, then mechanics of writing will be incorrect and perpetually misunderstood. So as I read the text of “Queen of the Scene”, I was distressed to the see in print, exactly what I have been battling in the classroom.
But why is it so distressing? Growing up, I only used what we call “standard English” -slang wasn’t a discourse I was allowed to use; although I had heard it used by other family members, and I certainly wasn’t allowed to write it! My parent associated and regarded good grammar with what Dr. Ruby Payne, author of A Framework for Understanding Poverty calls “negotiating” and “networking” skills, or plainly stated, success and accessibility in the future. But just as I thought Standard English was the best option for my students, Dr. Ruby Payne “hipped” me to a few things about “casual vs. formal registers”. The quick and dirty of my enlightenment is this: every context has its own discourse. A discourse for talking with peers, a discourse to use at school, at home, on the playground, in talking to elders or to our boss at work, and so on- and each discourse is to be respected and valued for its own benefits and origin. The best way to think about is like this: a formal or standard register would not be effective and perhaps even dangerous if Dakwan used it to get his toy back from the neighborhood bully on the playground. Equally ineffective would be the use of the casual register or slang while seeking employment. The key though is to make children aware of the differences in environments and the discourses appropriate for each.
Reevaluating slang in children’s literature through a different lens, I came across another picture book who’s title reminded me of the District. The book is entitled “Yo! Jo!” and explores the different ways people say hello in different communities. I thought this would be a great way to examine communal and cultural differences. The use of the word “Jo” immediately screamed DC because I’ve heard soo many young Washingtonians refer to their friends as Jo.
Like other cities, Washington D.C. is home to many different groups of people; each with landmarks, symbols and music that, like discourse, have remained constant representations. For the African American population two D.C. landmarks stick out amongst many: The Big Chair, located in Southeast which has been a longstanding neighborhood symbol for 50 years and Ben’s Chili Bowl located in NW a prominent image of community, prosperity and at one time a beacon of light and hope during one of the darkest periods in our country’s history. But what about the music? D.C. wouldn’t be the same without Go-Go music, a genre born more than 30 years ago by Chuck Brown, has grown into a widely accepted form of music throughout the DC Maryland Virginia area. What’s that, you never heard Go-Go music? Well you’re in luck, click the link below enjoy pictures of DC landmarks set to Go-Go’s daddy, Chuck Brown’s “Party Roll”.

And Tango Makes Three

2008-10-27T20:23:00.000-07:00

I choose this banned book because it’s a) so cute I couldn’t resist b) it creates a space where students can talk about having same sex parents. I’m hoping this book will help me find the appropriate words to use with students and parents who question same sex parenting. It’s very important (to me at least) that I teach my students and hopefully their parents to be tolerant but I’m uneasy about the response I’d receive from parents and administration. Contrary to the battle I willingly wage for gender equity, which has a popular following also known as feminism, tolerance for homosexual relationships much less same sex parenting pales in popularity. It’s not the unpopularity that scares, but rather the fact that religious beliefs will muddy the waters. However unpopular it may be, it is necessary. Same sex parenting has recently become a pressing sociopolitical issue in my urban school setting as more and more couples become more and more open about their relationship status with not only the school, but their children and other students. Just the other day when a teacher asked her student who was picking him up from school today he replied “my other mommy”, to which another student immediately replied “what other mommy?” The teacher casually said “In his family he has two moms, who’s in your family”? Well, I can see where a conversation would have flowed nicely from that comment, but she didn’t know how to explain to mommies besides families come in all different configurations… I’m not sure that answer would suffice.

Silver Spring Library

2008-10-08T15:13:00.001-07:00

Silver Spring Public Library

Last week I went to Silver Spring library and all the way there I tried to prepare myself for the lack of diverse materials. Remember the shock and awe I was in after Borders…
Maybe I keep waiting for an entire selection of culturally rich books. I saw a few, but many. What I did find rather interesting was the amount of religious books available. There were books covering Ramadan as well as both upcoming Jewish holidays. These books were available to all levels of readers. Admittedly, I had already judged some of the picture books that looked outdated and assumed (I hate that word) they would have stereotypical images. I didn’t find anything that jumped right out at me, but I was left with two questions: In a book describing family traditions, especially religious family, would I expect to see a person of a different race or religious faith? Is the book misleading if the characters aren’t diversified? Am I jaded because I was not disappointed? I was really impressed with and saddened at the same time by a book discussing what is was like to be Muslim. The illustrations were real photographs, none of which were stereotypical, and the story explains Islamic traditions in kid friendly language. The part that saddened me was the comparisons to Christianity and Americanism. Does another culture need to have commonalities to main stream America to be seen as acceptable and non-threatening? YUCK.

Reflection 2.6

2008-09-23T21:27:00.000-07:00

Here are a few ideas for David:

Students could have examined fliers and commercials from other countries/markets?
Students could examine what commercials or print ads showing and decide who the target audience is.
Students could inquire about Nike protests in other areas.
Students could partner up with foundations working to stop child labor.
Students could survey each other about “why Nike is cool?” Are there other brands that champion athletes wear (like Under Armor, or Speedo)? Is the advertised product something that is attainable for most or does having Nike products gave the owner power over others?

Self As Informant

2008-09-23T20:44:00.000-07:00

Well, we all know how many books I brought to class the night we discussed this and in the writing this, I'm having a hard time deciding which to blog about (there's a shock!!!!). So I'm going to talk more about the context in which I encountered my fav books. Reading was a family activity and I therefore tortured every adult in the house with multiple readings of my top 3 (or so)!
My grandparents, bless their hearts, suffered through "Surprise Surprise" and my mother endured "Cat in the Hat" "Green Eggs and Ham" (some elephant book that I can't find) and of course, "Where the Sidewalk Ends". Its seems I had a thing for rhymes! What I remember most about reading with them is the quiet time that was set aside just for me. In the winter my mom and I would cuddle up on the couch under homemade throws with hot chocolate. That's one of my favorite things to do now.

I feel like most of the books that have changed my life have been read as an adult (except for that lil' plagiarism incident). Maybe I missed a few lessons along the way. I remember really enjoying books like "Superfudge", which was the first chapter book I read totally on my own, and "Are You There God Its Me, Margaret".

Bookstore Observation

2008-09-23T20:16:00.000-07:00

For this assignment I went to the Borders ® in downtown Silver Spring; I should have gone to the bookstore inside Busboys and Poets on 14th Street. In making my choice I considered the diversity I’ve seen in and around the downtown area and myriad of patrons I’ve seen inside of Borders, thinking that I could find something highlighting social issues. WRONG! I didn’t find any books directly dealing with racism or sexism. When I asked a staff member to point me in the right direction, she told me books dealing with racism and the empowerment of women were available online, but not actually in the store.

Out of the ten or so books I browsed through there was equal representation amongst male and female authors. I’m unsure about the author’s actual backgrounds and most books didn’t have author/illustrator photos. About half the books were tucked away and I just happened to see them as I was browsing titles. I was also disappointed to see that the informational book section as well as the section (yes, I do mean one section for all of the following areas J) dealing with religion, grief and other seemingly miscellaneous family issues was so small. A section representing Latin American culture was more substantial and even included dual language text as well as translations of popular stories. An attempt (we’ll see if it lasts AFTER Hispanic Heritage Month) at diversity is duly noted.
Here are some titles that I found:

Barack by Jonah Winter
· This book was located in the front of the children’s sections under the heading “YES WE CAN”.
· The book was within the reach of children 8 years old or older.
· The illustrations were accurate, without stereotypes, however illustrations are not vivid.
· The book is situated amongst other presidential themed books, including one about McCain (written by his daughter) and another about a female candidate.

Princess Rules by Carmela LaVigna Coyle illustrated by: Carl Gordon and Mike Gordon

· Kind of empowering. The book explains that princesses do everything from wearing boots and climbing trees to jumping in puddles, wearing jeans and a t-shirts and t-shirt to having bad hair days and scrapped knees. They even have to follow the rules.
· The message was that everyone is a princess, just look inside yourself!
· The characters were very cartoonish, but there were a few token children of color, all with very tight curly hair.
· This book was located on a shelf with the cover facing out, within the reach of an adult only.

Today I Feel Silly by Jamie Lee Curtis
· Vivid illustrations but was characters were not realistic looking.
· There was a token child of color.
· This book was in reach of most children, and the colors on the cover would attract them.

It’s Okay to be Different by Todd Parr
· Talks superficially about different issues: different moms, different days, to be different “colors”, and have different hair.
· The illustrations are not life like at all, the colors used are vibrant yellows and blues. Colors that people don’t come in.
· The characters are not life like and are sometimes represented by animals. I think this makes it hard for students to make realistic connections to the book and its messages.

Queen of the Scene by Queen Latifah illustrated by Frank Morrison
· The book aims to instill pride and confidence in young African American girls.
· The pictures are not diverse, however, they are accurate.
· The spine of the book was facing out, the cover couldn’t be seen. It’s only accessible to parents looking through titles.
· Word choice was interesting. It was written more casually then others, at times opting for slang.

Critical Literacy

2008-09-22T19:03:00.001-07:00

Advertisments and Government

2007-06-20T14:02:00.001-07:00

I didn't realize how much advertisment had on cultures; both ours and abroad. Now that I more critically at advertisement and the link between sponsors and governments I see were cultures are stereotyped, and marginalized. Honestly, last week was very eye opening to me. Of course I notice how stereotypes and gender roles are used in this country, but I didn't ever think about advertisment as a global issue.
Critical discours analysis should be used in schools if not as teaching tool then as a method by which we choose curriculums and supportig materials. Looking "critically" at some of the early childhood books and materials (dolls, puppets) in my classroom, I wonder what impressions or socializations about themselves, other cultures and their gender roles they are receiving. As we stated in class last week, I agree the benefit of teaching the students to think critically is having students who don't "accept" anything but challenge everything!

Final Projects

2007-06-13T13:12:00.000-07:00

For my final project I'm going to examine how music effects culture and identity construction. I'd particulary focus on the language, culture and idenitities created by Hip Hop, Old School and Classic R&B. I hope this isn't to broad!!!!

Chapter 4

2007-06-13T12:38:00.000-07:00

Maybe its my own prejudice towards the media, but I expected the reading to not only highlight the tactics used by the media, but to shed light on how the government benefited from the directly from advertisement. I was also surprised that the government run media allowed such an offensive Shell advertisement to air! I also wondered what kinds of methods were used on the smaller, more independent stations and newspapers. Did the local media have more control over it?
The section on Seventh Day Adventists and advertising immediately made me think of the effect of religion in the classroom, particularly the debate over sexual education. Because of separation between church and State, school districts cannot use religion as the sole basis for preventing sexual education, but the reasoning behind the protests is based on religious beliefs. The argument for healthy lifestyles and healthy habits so similarly mirrored that of preventing condoms in high schools; like teaching abstinence would instill a healthy habit! Their suggestions were so extreme, but would have been more effective if people were given the information necessary to make an informed decision, rather than "just say no".

Sun Down Towns

2007-06-04T14:18:00.000-07:00

James W. Loewen is great and I enjoyed his frankness as it regarded the history we supposedly "teach"! Here are my favorite quotes from his site:
1. "However, back then everything was presented as if it were the full picture," she continued, "so I never thought to doubt that it was."
2. Textbooks stifle meaning as they suppress causation. Therefore students exit them without developing the ability to think coherently about social life.
I appreciated his suggestion that we as readers become 'detectives' and challenge what is read and told to us by referring to primary sources, talking with old city leaders, or searching census records etc...Particularly interesting was the process of creating a text book. I had no idea that historians researched primary facts, and then editors watered down the historian's versions even further adding only the state's biases through vague and ambiguous words. Like Loewen said, its no wonder people are bored and stupid!

I did some detective work on my own to search for a sundown town using two of Loewen's methods. I used my own biases about where minorities might not live and came up with Iowa. After finding Iowa, I then googled "Iowa ordinance and race". BINGO! I stumbled across a housing discrimination suit as quoted below:

IN THE UNITED STATES DISTRICT COURT FOR THE NORTHERN DISTRICT OF IOWA EASTERN DIVISION
UNITED STATES OF AMERICA,
Plaintiff,
v.
Case No.
THE CITY OF JANESVILLE, IOWA,
Defendant.
____________________________________
CONSENT DECREE
The United States initiated this action on November 5, 2004, to enforce the provisions of the Fair Housing Act, 42 U.S.C. §§ 3601, et seq. The United States alleges that the Defendant City of Janesville made housing unavailable on the basis of national origin, race and color in violation of Section 3604(a) of the Fair Housing Act when it decided in January, 2000 to deny the re-zoning request of private developers Cindy and Kennith Kuhr ("the Kuhrs") for the construction of "The Arbors," a 116-lot manufactured home development in Janesville.
Source: www.usdoj.gov/crt/housing/documents/janesvillesettle.htm

According to the 2000 census, the demographics of Janesville's population is as follows:
Total Population: 822
White: 822
Black: 0
Native American or Alaskan Native: 0
Asian: 3
Pacific Islander: 0
Other race:0
Two or More Races: 4
Latino:2

Is if this wasn't enough, I checked the city's ancestry records. Here is what I found:
German - 41%· Irish - 11%· English - 8%· Danish - 4%· Norwegian - 4%· French (except Basque) - 4%· Dutch - 3%· Greek - 2%· Scottish - 2%· Polish - 1%· Swedish - 1%· Welsh - 1%· Scotch-Irish - 1%· Swiss - 1%· Italian - 1%
source for population as well as ancestry: www.epodunk.com

Using Loewen's methods, I believe the town of Janesville actively excludes minorities and is a formidable sundown town. My guess is the town informally shuns minorities as its formal attempt to exclude them was knocked down in court. This is obviously a small town and doesn't much economic or educational opportunities, so it's feasible that people are not looking to settled down there, however its still hard for me to imagine out of a group of 800 or more people that none are black.

Rabbit Proof Fence

2007-05-28T20:08:00.000-07:00

Rabbit Proof Fence was very unsettling to me. Unsettling to me because as an institution it (at least we didn't see it in the movie) went unchallenged for so long. One of the questions I had focused on the male children. What happened to the half cast boys? We didn't see them at the camp sight and we didn't see them to often around the tribe.
We talked during class about knowledge being both powerful and destructive. Then we spoke about who education was available to. As a country, I feel we make education available to those who have an address and English as a first language; a good education is only accessible to those who can afford it. The United States government doles it out that way because if good, substantial education was standard and available to all, then we would truly be equal. Although we claim to all be equal and even wrote in the constitution it seems equality of opportunity is anti capitalism. How many institutions would suffer or be destroyed if everyone had a good education? I know the very profitable prison industry would definitely take a loss.
I really appreciated the strength, determination and sixth sense that the all the women showed. It is the perfect antithesis to the women being shown as a fragile, dependent soul that we often see in the media. It made me think of a 20/20 episode I saw years ago that focused on the amount of attention boys and girls received in the classroom; particularly that boys received more attention than their female counterparts. Naturally, I started thinking about the dynamics of my own classroom. Immediately I noticed that my "cry-babies" are all boys. So that means I spend a significant amount of time redirecting their behavior. A good number of girls in my classroom are more self-sufficient than the boys which I guess means I again pay more attention to the boys who need my help. But I do spend a good deal of time praising the girls efforts or accomplishments. All this being said, I wonder if in my case more attention is given to the male students than female, and if so is it because I feel the female students are stronger and more capable than the males?

Rabbit Proof Fence

2007-05-28T20:07:00.001-07:00

Papau New Guinea

2007-05-28T18:03:00.000-07:00

I looked at a few different sites just to get some general information but the two main websites I focused on the most were www.pngtourism.org.pg/ and www.dfat.gov.au/geo/png/png_brief.html .

Both sites included general information about the island; size of the island, population, number of languages spoken, number of large cities and economy. However, both sites varied greatly.

The tourism site had a number of pictures that made Papau New Guinea (PNG) look like a traveler's dream. Everything from hiking to scuba diving and snorkeling to relaxing on a beautiful beach was available and from the looks of it there are tourist opportunities all over the island. In regards to culture, the travel website spoke briefly about the numerous tribes. It stated that there are more than 1000 different cultures and that most of the inhabitants have remained in small villages despite some modernization. I was surprised the travel site made note of the gender roles and responsibilities. Even more surprising to me was the lack information surrounding the different cultures. Since they had spoken about the gender roles and wealth, I thought they would perhaps provide more information about the largest tribe. Instead the site went on to describe the cultural shows, informing tourists of the when and where the shows happen.

The Australian government site was much different. There are no pictures and is clearly a reference site. It noted three "official" languages of PNG; English, Tok Pisin (Pidgin), and Motu and that the majority of the population is still reliant on the farming. I also found that government run radio was the best method of communication for two reasons: 1) only 32 to 43% of the population is literate and 2) the highlands of PNG are very mountainous and some times only accessible by plane. The website then goes on to detail the nation's history, political and Australian relations. Of particular interest to me were the elections; I would have liked more details about how the actual elections take place.

Both websites led me to different ideas of PNG as a nation. The travel site definitely made me feel as if PNG was an up and coming vacation destination. The government side me made look at PNG as an emerging country. Because of information listed (or not listed) on the government site I can see the following questions/issues as barriers to nation building.

1. Lack common language and a literate majority. (With 825 languages, how did they narrow it down to three?)
2. If the main source for distributing information is controlled by the government, how are ideas (or political groups) allowed to grow and gain support?
3. Lack of representative government. (I'm unsure how people vote if some areas are not easily accessible and most citizens are illiterate).
4. Lack of formal education.

Jamie

2007-05-25T18:42:00.000-07:00

It's hard to start this off without sounding corny or redundant. My name is Jamie and I am originally from New York. I moved to D.C. a few moons ago to attend this fine institution of higher learning:). OK seriously, I really enjoyed my 4 years as an undergrad and I'm excited to be back here! My undergraduate degrees is in criminal justice which is admittedly a little strange for a teacher. Considering that most violent offenders are not well educated, I'm guessing that education would be the best way to turn the tide. With all of that said, I've lived in the District for ten years and I have been teaching for five. Currently, I teach Pre-K at Hope Community Charter School in NE D.C. Teaching has taught me that language and literacy are the best foundation for empowerment and success and teaching has also taught me that neither are freely given. I'm hoping this class will help me provide more opportunities to my students.