"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