"Halleluah Praise the Lord"

Blog Entry: Chelsey Culley

“You Brought Easy Books to Read Today.
Hallelujah!
Praise the Lord!”


The sentiments of this young girl are probably mutually felt in classrooms, tutoring sessions, and reading groups everywhere. In chapter fourteen, Dozier, Johnston, and Rogers share the story of a young girl who finally found “herself” in the literature in which she was being exposed. Lashandra a nine year old student at the literacy lab was pleasantly surprised when her tutor had a book selection from which she could identify not only through image representation but in reading ability. One question raised is “What role do students have in determining the literature of reading programs?”(Dozierp.141) Students are often introduced to literature through the eyes of their teacher. This sharing of texts is valuable because it does give children access to books and information they might not otherwise be afforded. Having children participate in the book selection gives them a sense of responsibility and allows them to be involved in their learning process. By having students participate in the book selection process we give them to the voice they want to but often do not know how to share. Through student driven book selection, students are able to find themselves in the books they read possibly choosing. Student chosen books contain ethnic, cultural, and social economical stories. As I read this section I asked” Why the book selection process on a higher level seldom includes the opinions of children?” It seems as though the decision that a book is a “great book” for children is rarely done with the input of the actual child. I would like to see kids review on websites and Amazon reviews when giving the “good book” or the star ratings.

For LaShandra, the appeal of the book which she so enthusiastically chose was the familiarity of text. This young girl had been in the literacy lab for at least four months, but was usually presented with books that exceeded her zone of proximal development. This overwhelming feeling caused frustration and sent a discouraging message about reading. (Dozier p.142) LaShaundra labeled A Chair for my Mother (1983) as an “easy book”. Giving LaShaundra the power to select her own just right books is a strategy which will empower her and revive her confidence in her reading ability. By teaching our students to find “Just right Books” (Goudvis 2007) we give them a skill that will stays with them throughout their school careers. The interests and skill level of students is often overlooked because of the familiarity the teacher has with his or her lesson plans. However, by giving students the knowledge of selecting texts that are appropriately challenging and still enjoyable we create the possibility of inspiring and being inspired.

The chapter also discussed the inclusion of nontraditional unfamiliar literary genres in the classroom. Science fiction, Manga, and mysteries are text genres that break conventions of familiar texts and are excellent for introducing and developing critical literacy practices. Examples from the text include The Three Little Pigs, black and White, and Re-Zoom; these books are post modern which defy the presumptions of know text genres. Text authenticity is an area of concern when looking at the influx of multicultural texts that are being released. Before the needs were presented to create a more culturally representative literature base authors, publishers, and illustrators were given the task of ensuring that the text was authentic. “We cannot ignore what a book does to a reader; we must acknowledge that the book is true because we can feel it deep down. This sense of truth in how a specific culture experiences life is the most common understanding of cultural authenticity.”(Short.2003) Through the journey of personal growth on the part of the teacher add student, the teacher learns how to release control and take the lead of the student. As the teacher develops this expertise the lessons transform from being a teacher made student learned lesson to conversational teaching. Following the student’s lead can also help teachers better understand what is important to their students. Multimodal literacies are being incorporated into society at incredibly high rates. By sharing the responsibility of mutual learning experiences teachers are empowering their students as well as preparing for the wave of the future of computer led literacy lessons.

Learning is a process that should never end. As teachers we must encourage that same philosophy with our students. Through the incorporation of critical literacy, multimodal literacy, and shared learning responsibilities we will facilitate a change in the way not only our students learn but in the way students learn forever.


Reference: Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers. (Chapter 5)

Fox,L. D. & Short, G. K. (2003). Stories Matter: The complexity of Cultural Authenticity in Children’s Literature. Urbana, IL: National Council of Teachers of English

Critical Literacy/Critical Teaching

“That is what makes teaching so thrilling; each year there are new students to learn from and new lessons and theories to try and develop (Dozier et al, p.111).” Learning is continuous. I believe this concept resonates loud and clear throughout the entire book. Critical literacy encourages continuous learning from grade to grade and from year to year. With the three components highlighted within the text, teacher reflection, action research, and critical literacy, the authors of the book encourage the type of teaching and learning that is well thought out and based upon all the factors of education. I believe it is important to point out that education does not only involve our students. Of course students are our first priority, but in order to serve them effectively we must be aware of, not only their family, but the outside world as well.

Chapter 11 takes the time to map out what it means to make learning continuous. Learning does not stop when your students leave the classroom. One of the ways in which this occurs is through the relationships formed with families. “Making a connection with parents was something I thought would be impossible at the middle school level. It is so hard for parents to become a part of their child’s education once they reach this stage of education; there is a feeling that parents are not welcome, both by the children and the teachers (Dozier et al, p. 107).” Because parent involvement in middle school does seem to be less than when students are in elementary school it is our job, as their teachers, to reach out in a way that is welcoming and non-threatening. The authors suggested sending home a newsletter at the beginning of the year to the parents of students. Within the newsletter is an invitation for the parents to write me a letter about their child. The results were amazing. Parents loved being able to contribute to their child’s learning. Reaching out then led to a deeper understanding of the critical literacy theme noted time and time again. Being aware of the cultural and emotional backgrounds of each child promotes the type of environment for students that is real and authentic.