Are we here to stay or simply passing along the way?: The House You Pass On the Way

I absolutely LOVED Jacqueline Woodson’s The House You Pass on the Way.  It is the first book I have ever read about an interracial family.  I also loved this book for all of the issues that it brings up such as:  family, race, love, sexuality, and the coming-of-age story.  That is all the more reason why I have greatly enjoyed the multicultural portion of this class.  I have the opportunity to read books that are new to me, challenge my thinking, and broaden my perspectives. 

I can relate to Stagerlee and her family because my immediate family also dealt with a similar situation.  When my sister, who is white, began to date a black boy when she was in high school, my mother’s family “disowned” my family.  Seven years passed between us before they would talk to us again.  Now my sister is married to a Bulgarian man, and they have a child.  Her interracial marriage and interracial child are approved by my mother’s family because the man is not black.  Even though there is communication now among my extended family, things have never returned to the way they used to be.  I can definitely relate to the isolation that Stagerlee’s family feels.

One of my favorite parts of the book is the very end when Stagerlee is thinking, “They were both waiting.  Waiting for this moment, this season, these years to pass.  Who would they become? She wondered.  Who would they become?” (Woodson, 1997, p. 99).  I think this is how most young adolescents feel.  It may even be how some adults still feel.  You live your life aspiring to be the person you are meant to be.  Who will that person be?  How do you know when you have arrived?  Are we at a place in our lives where we are just passing on the way?  I would like to think so!  On our journey to become future teachers, we are passing by many places that are making us stronger, wiser, and more understanding. 

The article Who Can Tell My Story? by Jacqueline Woodson addresses the importance of writers telling their stories.  For a story to be one of true cultural authenticity it must be a story that the author has experienced or lived in some form.  As Woodson (2003) points out maybe those “experiences and the memories have filtered through [them] to us and by extension become our own…But if I take the beauty of these works and filter my own experience through them, I can create something that is mine” (p. 42).  Woodson (2003) also states, "My belief is that there is room in the world for all stories, and that everyone has one.  My hope is that those who write about the tears and the laughter and the language in my grandmother’s house have first sat down at the table with us and dipped the bread of their own experiences in our stew" (p. 45).

I love the image that Woodson left in my mind!  This is what creating authentic stories are all about…learning to walk in someone else’s shoes or to dip your bread into their stew.   

The story about Ben was an intriguing one, and I appreciated David’s perspective on slavery.  The struggles, concerns, and fears have been present between blacks and whites for a long time.  Lester (1971) points out, “But that is how it is with people, isn’t it?  We spend our lives not really knowing what we think and feel, afraid that if we do, it may totally disrupt our lives” (p. 62).   This sentiment is true of people no matter what skin color they wear.  This is how Stagerlee felt in The House You Pass on the Way.  If you never process your thoughts and feelings, you never have to deal with those thoughts or feelings.  Is it easier or harder to live life that way?  That is something to ponder about on a later day.   

In the article Cultural Politics from a Writer’s Point of View by Katherine Paterson, she makes a statement that sums up my take on multicultural literature so far.  Peterson (1994) states, "So, no, my books will never be politically correct- that is, they will always run the risk of offending someone.  My characters will never be blameless role models for today’s children and youth.  They and their stories will invite disappointment or even disapproval   from left, right, and center-  In short, from any reader who looks to fiction to support a point of view rather than to mirror human experience" (p. 91).

Multicultural literature is about presenting different perspectives on life and telling the story from someone else’s shoes.  I have no doubt that there will be books that will offend me and books that I just will not like, but that does not mean that I will not take away something from every book that I read. 

 

*(I realize that the references are not in the correct font or indented correctly...I could not make blogger cooperate with me in the correct form)*

Lester, J. (1971).  Ben.  The long journey home: Stories from black history. (pp. 60-88).  New York, NY:  Dial. 

Paterson, K. (1994). Cultural politics for a writer's point of view.  New Advocate, 7(2), 85-91.

Woodson, J. (1997). The house you pass on the way. New York, NY: Delacorte Press.

Woodson, J. (2003). Who Can Tell My Story?  In D. L. Fox & K. G. Short (Eds.), Stories matter: the complexity of cultural authenticity in children's literature (pp. 41-45).         Urbana, IL: National Council of Teachers of English.

Traitor or Warrior?: The Absolutely True Diary of a Part-Time Indian

On March 17, 2012, Sherman Alexie posted on Twitter, “You realize that approximately 70% of Natives live in cities, right? We are not Amish-in-eagle-feathers.”  This statement is one that needs to be heard by everyone who has not read Alexie’s book The Absolutely True Diary of a Part-Time Indian.  It is all too easy to imagine that the Indians either do not exist or are all happy living on perfectly rich reservations where the government takes excellent care of them.  I must ashamedly admit that I, from a Native bloodline, am not very educated on my heritage or Native Americans in general.   My great-great grandfather was Cherokee, but there is no one from my family who seems to know or discusses this aspect of our lives.  I may begin doing a bit of detective work this coming weekend to find out more about my family tree. 

On that note, after the initial shock of graphic language and content, I found Alexie’s book to be quite informative and engaging from the very start until the last page.  He took me on a realistic, emotional journey with a young adolescent named Junior Spirit as I attempted to figure out if Junior was a traitor or a warrior.  The astounding character development placed me right beside Junior in his many adventures.  I could almost feel Junior’s physical pain from being beaten, Rowdy’s anger when he was the one fighting people (and minivans!), and the swaying breeze from being nearly 100 feet high in the monster pine tree.  I loved the illustrations by Ellen Forney that captured the essence of Junior and his life.   

Alexie brought to life the typical reservation-style life along with a minority student attempting to fit in within a majority white school.  The poverty and drunkenness lingering throughout the reservation did come as a surprise to me.  I never truly realized the poverty and drunkenness that lingers in so many reservations.   I was one of the people who had a stereotypical image of a Native American in my mind when I heard the word Indian. 

As Reese (1997) points out, “250 elementary school students [were] asked how they would know if an Indian walked into the room… ‘They’d be wearing feathers,’ ‘They’d have war paint on,’ and ‘They’d be carrying a tomahawk’” (p. 160).  This was the exact imagine I held in my mind during school.  No one bothered to point out or explain that Native Americans did not all fit in this preconceived, stereotyped mold.  I was a child always exposed to the “good” stories as Reese (1997) states, “These good stories were about the Indian as a free child of nature, or the courageous and brave Indian.  The “bad Indian” stories were not well received…The focus…was the ‘disintegration of the traditions and values and the extreme poverty and destitution of reservation life’” (p. 158).

My earliest memories of Native American’s are ones of uncivilized savages always ready for war.  I found the quote included by Reese (1997) to be both profound and unsettling…

           

            He says we’re warlike when we’re peaceful. He calls us savages, but    

            he’s the savage. See. He calls this headdress a warbonnet. Sure we 

            used it in war, but most of the time it was for ceremony, not war. 

            Each feather stands for a good deed and I have thirty-six in mine. 

            It’s not about war; it’s about who we are. When we sing songs he 

            calls them war songs. But they’re not war songs, they’re prayers to 

            God. We have drums, so White Man calls them war drums; but 

            they’re not for war, they’re for talking to God. There’s no such thing 

            as a war drum. He sees how our warriors paint their faces, so he calls 

            it war paint.  But it’s not for war, it’s to make it so God can see 

            our faces clearly if we have to die. So how can we talk to the White 

            Man of peace when he only knows war?

From reading The Absolute True Diary of a Part-time Indian and the chapter from Reese, I am now more educated about using and presenting Native American literature in my future classroom.  I will make sure that the literature is authentic and without stereotypes.  This holds true of any type of multicultural literature that is used in the classroom.  It is important to make sure that it all is well researched before presenting it to the students. 

I do not envision teaching The Absolute True Diary of a Part-time Indian in my future classroom.  While some of the content may be true-to-life for some teenagers in America, I would not feel comfortable having middle school students read content that used graphic language and had sexual references throughout.  I think it is a book more appropriate for an older audience of perhaps upper high school to college level.  There are some portions that could be used as a mentor text or read aloud to middle school students.  One of my favorite quotes from the book is, “I wanted to live up to expectations.  I guess that’s what it comes down to.  The power of expectations” (Alexie, 2007, p. 180).  Isn’t that what life is all about, expectations from ourselves and those around us? 

 

Alexie, S. (2007). The absolute true diary of a part-time Indian. New York, 

          NY: Little, Brown and Company.

Alexie, S. (2012). Twitter status. Retrieved from: 

          http://twitter.com/#/!/Sherman_Alexie.

Reese, D. (1997).  “Native Americans in Children’s Literature.”  Using 

          multicultural literature in the K-8 classroom. Norwood, MA: 

          Christopher-Gordon. 154-185.  

The Misfits and Totally Joe

Stewig (1994) states, “Do we really want to encourage children to wonder about their world?  Do we value children asking questions about topics that interest them, or do we only want inquiry with which we as adults are comfortable?” (p. 190).  These questions truly resonated with me as I read the article Self-censorship of Picture Books About Gay and Lesbian Families.  The extent of my knowledge of the LGBT culture is limited to knowing a gay high school friend and a current gay classmate in one of my classes.   I wholeheartedly believe that children should be presented with information about their world and be able to make well-informed decisions about their world, but do I only hold this belief with information that I am comfortable presenting to the children?  These questions are causing me to pause and reflect on what I need to do in order to be prepared for my future students.

I could present my students with great young adult literature such as The Misfits and Totally Joe.  I greatly enjoyed both of these books because of their content and quick read.  I read both of them in one day.  The Misfits identified several key struggles that middle school students face on a daily basis.  It was easy for me to relate to both Addie and Kelsey because in middle school, I was a mixture of these two girls:  tall and incredibly shy.  Nearly every student should be able to relate to someone from this book.  Whether it is someone from the popular crowd such as Colin, a trouble maker such as Kevin, or one of the misfits, there is a character in this book for every student.  What a wonderful opportunity this book provides for class discussions, small group discussions, creative, and written assignments. 

           

I was pleased to learn that the No Name-Calling Week is actually in practice around the country during the week of January 23-27.  What an astounding idea generated from The Misfits in which students can become involved.  I would love to have my students read The Misfits a few weeks before the No Name-Calling Week and then become active participants in the week.  This book is definitely going on my list of all time favorites!

As Blackburn and Smith (2010) point out, “Nearly every school in the United States is heteronormative; that is, they are based upon the concept that heterosexuality is normal and homosexuality is not” (p. 626).  I do realize that the topic of covering LGBT is still highly controversial in schools, but that does not mean that students should be deprived the opportunity to become educated and informed of LGBT culture.  In the article From Queer to Gay and Back Again: Young Adult Novels with Gay/Lesbian/Queer Content, 1969-1997, Jenkins (1998) states, “…in the course of nearly thirty years of young adult ‘problem novels,’ fictional gay and lesbian characters have been beaten, shot, gay-bashed, drowned, sexually molested, kidnapped, framed on drug charges, or killed in car accidents” (p. 309).  If students were educated and informed, perhaps there would be less violent harassment and more genuine acceptance of all students.  Perhaps using a book such as Totally Joe in the classroom could help promote acceptance while encouraging students to end violence and hate crimes. 

Totally Joe would be great for the classroom because the journal-style writing is both refreshing and captivating.  It gave an open view into the private thoughts and life of Joe.  It is basic human curiosity at some point in time to want to know what another person is thinking and feeling.  Well, in Totally Joe you get just that, a personal glimpse into the life of seventh-grade Joe who openly admits his homosexuality to his family, school, and friends.  It was a book that I did not want to see end because I wanted to know more about Joe’s life, but I was left with a smile as the last life lesson by Howe (2005) points out, “Alphabiographies should be full of italics, CAPTIAL LETTERS, and exclamation points! (Just like life!) And they should never end with the words ‘The End.’  They should always end with:  TO BE CONTINUED!” (p. 189).  I LOVE THIS!  After all, we are all living, changing, learning, and growing each new day with lives that are to be continued with the next new day.  I thought that the alphabiography assignment was a creative twist on the traditional journal-writing assignment, and it is one that I would consider using in my future classroom.  

Blackburn, M. V., & Smith, J. M. (2010). Moving beyond the inclusion of lgbt-themed literature

            in english language arts classrooms: Interrogating heteronormativity and exploring

            intersectionality. Journal of Adolescent & Adult Literacy, 53(8), 625-634.

Howe, J. (2001). The misfits. New York, NY: Aladdin Paperbacks.

Howe, J. (2005). Totally Joe. New York, NY: Anthem Books for Young Readers.

Jenkins, C. (1998).  From queer to gay and back again:  Young adult novels with gay/lesbian/  

            queer content, 1969-1997. Library Quarterly, 68(3), 298-334.

Stewig, J. W. (1994). Self-censorship of picture books about gay and lesbian families. New

            Advocate, 7(3), 184-192.

“What music do you hear when you sleep?”: Musings on The Astonishing Life of Octavian Nothing

There were numerous things that I found unfamiliar and quite disturbing while reading The Astonishing Life of Octavian Nothing.  One of the first things I do before reading a book is to look at the Table of Contents.  I was surprised to discover that the Table of Contents was divided by sections.  It was difficult to get past the fact that there were no chapters in this book.  Also, Mr. Gitney’s, or 03-01’s, numerical system of naming took some time to become familiar with reading.  There were strange experiments that took place in the Novanglian College of Lucidity including Octavian as one of the major experiments.  The diction and vocabulary used in this book is quite advanced for a middle school reader.  There were several words that I had to pause for reference while reading.  For these reasons, this book proved difficult and tedious for me, and at the same time it was an emotional journey. 

           

I found myself saddened that Octavian had to fight for his own mother’s attention.  “Increasingly, I was in awe of her majesty, and did not know what I might say to please her…I reached my seventh, and then my eighth, year, I became aware of how dull my wit was when confronted with her beauty…I vied for her attention only as one man of many” (p. 35).  Cassiopeia being 13 years of age was but a child herself when Octavian was born.  There was one instance when she “laid her head down upon my lap, burying her face in my chest…I felt that I was become her mother, and she my son” (p. 36).  This shows the inner child and insecurity Cassiopeia felt.  She was ripped away from her kingdom and everything she knew at such a young age.  It was with sorrow that I read about the life of Octavian and Cassiopeia.

When I arrived at page 222 and found the words blotted and scratched out, I pondered it with mixed emotions.  I longed to know what Octavian was thinking during his mother’s death, but I was also relieved that we were not exposed to his heartache and mourning.      

           

I found that I did not truly enjoy reading the book until after Octavian’s escape.  Observing Octavian through the letter writing of Evidence Goring was intriguing.  I found it refreshing to see Octavian through a third party lens.  There were no more experiments, detachment, or silent observations.  Despite his deep depression and heartache, Octavian was more real in the moments he was in the militia.  “I went to him & put my Hand on his Shoulder. Said he to me, ‘God forgive me.  Her name – I never knew her Name’” (p. 260-261).  It was in that moment that Octavian realized he had never known his mother’s real name. 

During the interview after Octavian was captured and returned to Mr. Sharpe and Mr. Gitney, I desperately wanted Mr. Gitney to stand up to Mr. Sharpe and rescue Octavian.  It was he who had loved his mother, Cassiopeia.  I was not surprised that Dr. Trefusis was the one to rescue Octavian from Mr. Sharpe and Mr. Gitney.  I felt all along that Dr. Trefusis was the one who admired Octavian the most.  I would even venture to say that he felt a fatherly love for Octavian. 

The quote that lingered with me throughout the reading was “what music do you hear when you sleep?” (p. 155).  When the world disappears and we are all alone within ourselves and our dreams, what is the music that drives us forward?  What is the longing of our hearts and our innermost desires?  Are they the same as Octavian’s?  “…that we should have final proof that the human was made in love for the operations of magnanimity and fairness, reason and excellence, and that we all, unfettered by passions, could work together for the perfection of man” (p. 73).

Even though I grew to appreciate the book the more that I read, I would be hesitant to use this book in a middle school classroom.  When I looked up the reading level of the book online, it was for a ninth grade level.  Perhaps using this book in a high school American Literature or American History class would be more beneficial to the students.  I could definitely envision doing read alouds from the text for middle schoolers.  There are many issues (race, slavery, class divisions, war, family, friendships…) the book addresses that would beneficial for middle school students to discuss.                  

Anderston, M.T. (2006). The astonishing life of Octavian Nothing: Traitor to the nation.     

          Cambridge, MA: G.P. Candlewick Press.

Growing Up Alcatraz Style: Al Capone Does My Shirts

While reading Al Capone Does My Shirts, I found myself placing the story in modern times.  Even though I clearly understood that this story was set in the 1930s, something in my mind’s eye kept the story in modern times.  There are certain passages in the story remind me that the year is 1935.  When Moose says, “I am back in the bathroom mixing the tooth powder and water in the palm of my hand” (p. 83), I realize that this is how people brushed their teeth in 1935 or when he asks “They darn socks too?” (p. 34) I was reminded once again that people darned their socks in the early 20^th century.  Why did I want Moose’s story to be set in the present?  Perhaps it is because I have no background of life in San Francisco or Alcatraz during the 1930s.   

Choldenko creates such a realistic plot that is easy to relate the events and characters to the present.  Through Moose’s narration, we find young adolescents who find ways to keep themselves entertained, stand up to the one who leads the group, face conflicts with both their peers and parents, and who are forced to own up to the consequences of their schemes. These are all issues that young adolescents face today. 

The family struggles that ensue in the Flanagan household are also typical.  There are enormous amounts of tension as Moose and his mother are continually at conflicting points of view concerning Natalie.  Moose shows maturity beyond his years as he reveals the depth of love he feels for his sister.  There are often times when Moose slips into more of a parenting role than his own mother. “From the doorway, I see Nat’s soft purple blanket in a tangled heap.  Why didn’t Mom pack it? I feel like marching into my parents’ room and shaking my mom. How could you send her to that place without her blanket?” (p. 31).  Moose’s concern for Natalie’s happiness and well-being is obvious based on his thoughts here.

The difficulties of growing up with a sister who has special needs are addressed in appropriate manners throughout the novel.  Even though the reader does not find out that Natalie has autism until after reading the author’s note, the reader will naturally assume that Natalie has a disability.  Moose’s way of dealing with Natalie is true to most adolescents.  While he loves his sister, there are plenty of moments when he becomes angry with her and says things that he does not mean.  Ultimately it is his love for Natalie that gives him the courage to ask both the Warden and Al Capone for help.

There would be many benefits to using a novel such as this in the classroom.  First, it is a great mentor text for the realistic fiction genre.  Also, the issues that the novel raises are prevalent to the issues that students face today.  The novel also centers on the treatment of someone who has a disability.   I can foresee wonderful discussions, thought-provoking writing responses, and authentic learning taking place by teaching this novel in the middle school classroom.  It could also be used in the social studies classroom.  The author tried remain as historically accurate as possible throughout the novel.  There could be opportunities to further study this time period, the life of notorious criminals, or understand the workings of Alcatraz prison.  Before reading Al Capone Does My Shirts, I would make sure to give the students some background knowledge of San Francisco and Alcatraz during the 1930s.

This is a book that I will definitely be keeping for future use.  I would also highly recommend it to both teachers and young adult readers.              

Choldenko, G. (2004). Al Capone does my shirts. New York: G.P. Putnam's Sons.

A Bewildering Tale: Thoughts on The Book Thief

I was looking forward to reading The Book Thief as soon as I received it in the mail.  The title alone was enough to pique my interest because I am an avid reader and lover of books.  I had never heard of The Book Thief before, and I had no knowledge of the book’s content.  Reading through the prologue, I found the idea of Death narrating the book to be a surprise.  As an adult reader, I can process this information and understand the abstract and metaphorical language that “Death” uses throughout the book, but I find it hard to imagine middle school students understanding and relating to this book.

Personally, I did not enjoy reading The Book Thief.  I did not like the switching back and forth between the story of Liesel and Max.  I would have to re-read certain chapters to make sure that I understood the new information.  It is difficult to enjoy reading the book when you must follow the storyline closely and remember different stories at the same time.  The intermixing of certain German words (without the English translations) stopped the flow of reading.  I had to read the words and the sentence that they were used in several times to understand the meaning.  The author’s word choice and syntax made this book a bit of a challenge to read.   There were also points in the text that Death would jump into the future, give us details about those events, and continue the story in the present.  I found these tense changes to be disturbing and taunting.  When I read a book, I want to know the events as they happen.  Do not give me surprises or knowledge of events before they happen.  This discourages me from continuing the book. 

There are heavy themes presented throughout the book.  Death, abandonment, foster family relationships, parent-child relationships, stealing/thievery, Communism, persecution, war, and other such topics are found though the entire book.  These themes paint a grim, dark atmosphere as the reader journeys with the events of the characters.  Just as reality dictates, there must be some positive events along with the negative events in our lives.  If life were composed of nothing but dark, negative times, it would be nearly impossible for humans to survive.  It takes the positive events of life to give us a sense of hope and encouragement to continue our journey forward. 

The lighter, more positive themes are the use of words (learning to read), friendship, generosity, courage, and love.  Liesel shows the reader her passion of learning to read, her friendships with Rudy and Max, and her growing courage in the presence of danger.  We, as readers, are able to view the friendship, courage, generosity, and love of Hans Hubermann as he keeps the promise made to a war-time friend who saved his life by extending himself to that son, Max Vandenberg.      

The Book Thief could be a great book to use when studying about World War II.  I could see it used in a high school setting more so than in a middle school setting.  Perhaps an advanced eighth grade literature class could use this book, but students in eighth grade social studies do not study World War II.  It would not be possible to use The Book Thief as a cross curricular study or as a reading across the curriculum book.   

While I found it difficult to relate to death being the narrator, I found that Liesel Meminger is a realistic character with whom the reader can relate.  I found myself sympathizing with Liesel through her many struggles and hardships.  I cheered her on as she found friendship in Rudy Steiner, read through the books in the mayor’s library, and was brave enough to face her nightmares alone.  I desperately wanted to stop her from stealing and taking part in the thievery ring of Arthur Berg.  Hans Hubermann is also a character who is relatable.  He reveals a tender, nurturing side toward Liesel that his wife, Rosa Hubermann, lacks.  Hans shows bravery and generosity as he tries to remain true to his own personal, political beliefs while he protects Max. 

The Book Thief turned out to be quite different than I originally expected.  Even though I did not particularly enjoy it, I would recommend it to others who wanted to know more about this time in history or to those who enjoy studying the Holocaust and/or World War II. 

Zusak, M. (2005). The book thief. New York, NY: Alfred A. Knopf.

The Darkness is Broken by the Light: Musings on The City of Ember and The People of Sparks

I remember sitting in class and hearing about The City of Ember for the first time.  How could I like a book that was in the science fiction category?  I do NOT like science fiction!  Even when my instructor told the class how much he loved the book, still I was not convinced.  Not only was there one book, but I soon learned that there was a sequel as well.  Reading two science fiction books sounded like pure torture to me.  Perhaps a bit skeptically, I went ahead and purchased the books for myself.  In my mind, I was thinking that these may be good books to own for the boys in my future classroom.  I was convinced that these would not be books for me.

Ashamedly, I must admit that once I opened The City of Ember, I did not put it down until I had read the entire book.  I read the second book, The People of Sparks, the next day and was left longing to know more.  Since then, I have checked out the third and fourth book from the local library, and I finished the third book yesterday.  This is definitely one of my new favorite series.

Not only is the plot engaging and suspenseful, but the characters come to life as you read the books.  DuPrau allows the reader to enter in the world of her characters and connect with them on their many adventures and journeys.  I found myself trying to figure out the secret instructions along with Lina, I was working with Doon down in the Pipe Works, and I was riding in the boat with them as they escaped from Ember.  DuPrau’s descriptive writing allows the reader to enter into this world. 

The City of Ember was more than just a fascinating read.  It was a story that touches upon realistic, every-day issues such as children growing up without parents, death of a family member, friendships, relationships, and fighting for what you believe.  Lina and Doon face many issues that today’s adolescents also face.  Lina and Doon both triumph despite the obstacles that stood in their way.  They solved the mysterious instructions, they escaped the guards, and they overcame the river and darkness to find their freedom. 

The People of Sparks continues the story of Lina and Doon, but also introduces the ever-growing struggle to live in a world where we must share and find ways to live peacefully with our neighbors.  It appears that the people of Ember had more comforts and technology underground than the people who live aboveground.  The people of Ember and the people of Sparks are constantly arguing, and just when it seems that all hope for living in unity is lost, Lina steps up to help the people of both towns connect.  This is a story for all mankind to show that fighting is not the answer to problems.  Fighting only leads to more trouble and difficulties.   No matter how grim and desolate a situation may appear there is always hope if people are willing to work together and support each other.  As I read through the last chapters of the book, I found myself saddened when the people of Ember were prepared to fight the people of Sparks, I cheered on Lina as she stepped up to help to extinguish the fire, and I was relieved when the people of both towns agreed to build a life together. 

There is a vast amount of lessons that can be taught and learned through reading these books.  Teachers can use the books to teach about descriptive writing, point of view, character development, setting, and creating a captivating plot.  Students can not only learn about these things, but they can also learn many life lessons in these books.  The importance of friendship, family, and hard work are just a few examples of life lessons presented in DuPrau’s books. 

I am currently using The City of Ember as one of the American Literature novels for one of the homeschool students that I teach.  This particular student does not like reading and is hard to persuade to consider reading books that she is not familiar with.  After I gave her an exciting “book trailer”, she was begging me to let her read The City of Ember.  She was so intrigued by the book, that she bought the movie.  She later told me that she is enjoying reading the book much more than watching the movie.  These are words that made me proud to be her teacher.  I found the following website to be particularly helpful in lesson planning for The City of Ember: http://www.mce.k12tn.net/reading52/city_of_ember.htm  There are questions, activities, and writing lessons that complement the book nicely.   

DuPrau, J. (2003). The city of ember. New York, NY: Yearling.

DuPrau, J. (2004). The people of sparks. New York, NY: Random House Children’s Books. 

Miller, G. (2008, June 26). The city of ember. Retrieved from             

          http://www.mce.k12tn.net/reading52/city_of_ember.htm

The Digital World is Here to Stay: A Response to Growing Up Online and Digital Nation

Growing Up Online shared the story that we have all heard over and over again; the Internet is a scary place where predators lurk with harmful intentions.  For me, the difference in hearing the message this time was that I was able to see actual faces with actual stories.  Through the accounts shared in this documentary, I was able to see how the Internet, especially social media sites, can be used to cause harm.  One must take caution when using the Internet for social purposes.  As the students in the documentary stated, they have grown up with the Internet and know how to protect themselves.  While students may think that they know how to protect themselves, it is in the best interest of the parents to monitor their child(ren)'s Internet activity.  I am reminded of the story of Jessica (Autumn).  While she was finding a way to express herself in what she thought was a safe, artistic manner, there may be others viewing her website and pictures with intentions to harm her.

Yes, the Internet is like the lifeline for this generation; it is how they remain connected to the world and communicate, but everyone should practice Internet safety and protect children from any harmful websites or situations online.

Digital Nation reveals just how much of our lives are consumed by the digital world.  We truly are a world that is constantly connected online.  Whether it is checking emails, chatting with friends, socialized on a media site, or researching new information, a large portion of our time is spent online.  This is especially true for the young people of today.  Rachel Dretzin commented in the video that it really hit her one night.  Her husband and son were in the next room on their laptops, and her two youngest children were playing a game on an iPhone.  She said it was like they were in the same house but in different worlds at the same time.  This is reality for many people.

I have watched teenagers sitting in the same room having conversations by texting.  Life now is so wrapped up in the digital world that it would difficult to imagine life without all of the technology.  Big companies like IBM are now holding their meetings through a virtual website called Second Life.  In Second Life, you create an avatar (a person that represents you), and you live in that virtual world as your avatar.  People from all over the world are using Second Life in order hold meetings in a virtual space with their created avatars.  IBM said that it is saving them thousands of dollars by not having to fly people to meetings.

It is true that this generation of students have not known at life outside of the digital world.  It is this generation of students that we will be teaching.  It is important for us to know how to keep them engaged as active learners when there is so much competing for their attention.

Digital Nation gave me much to ponder as I continue the journey to become a middle school teacher.


Dretzin, R. (Producer) (2010). Digital nation [Web]. Retrieved from 
          http://www.pbs.org/wgbh/pages/frontline/digitalnation/view/


Dretzin, R. (Producer) (2008). Growing up online [Web]. Retrieved from
          http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/

Are You an Immigrant or a Native in this Digital Land?

Our world is not the same as it was 20 years ago.  The way that students today communicate, think, and learn have all transformed as digital technology progressed.  As a result of this transformation, traditional education is no longer meeting the needs of these students.  As Prensky (2001) points out, “Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives” (p. 1).  As a future language arts teacher who is passionate about reading, these statistics fill me with mixed emotions.  On one hand I am disappointed that reading is becoming less and less a part of students’ lives, but on the other hand I can also understand how growing up in a digital world changes how students’ spend their time.  Prensky (2001) says, “…today‟s students think and process information fundamentally differently from their predecessors” (p. 1).  Their predecessors are the ones who didn’t grow up in the digital technological world.  These people are often the ones who are educating the digital natives. 

I classify myself as a digital immigrant.  My family did not have Internet access in our home until I was in high school; we had a computer long before that, but not Internet.  I purchased my first cell phone as a freshman at UGA when I was 18 years old.  I began learning about the digital world as a college undergrad ten years ago.  Much has changed even in ten years time.  As a homeschool teacher for two teenagers, I find it a struggle to keep them focused and motivated when most of the assignments come straight from the textbooks.  They are a prime example of how the traditional education system is not reaching this generation of students who think differently and learn differently.  We must find new methods to reach the students of today. 

Prensky (2001) states, “Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work” (p. 2).  If we are to become effective educators, we must use new teaching methods that spark the attention of the digital natives and cause them to become well-educated students.  If this means that lessons will be turned into educational games, more technology will be used, and perhaps incorporating e-readers into the literature classes, I am in support of whatever it takes to reach my future students and further their education.   The question is…what exactly will it take to effectively educate the digital natives?   

After reading the Digital Literacies articles, I began to understand more about incorporating digital literacy in the classroom.  O’Brien and Scharber (2008) state, “A search on the term digital literacies yields a range of results including digital media, new technologies, new literacies, or New Literacy Studies (popularly abbreviated to NLS); or things that digitally literate people produce (blogs, wikis, podcasts); or activities that digitally literate people can engage in such as digital storytelling, social networking, and webpage creation” (p. 66).  This definition of digital literacies assists me in the interpretation of digital literacy and how to incorporate it into the classroom.  The more I find out about the world of the “Digital Natives”, the more I will be able to reach them in the classroom. 

As Chase and Laufenberg (2011) state, “This is to say, if digital literacy is simply reading and writing in a digital environment, there is no need for the new terminology. Writing with a pencil and writing with a pen are both writing” (p. 535).  Digital literacy means incorporating new technology as tools in the classroom that will enhance literacy education.   I particularly liked the example of how the Science Leadership Academy uses technology in creative ways to drive their “inquiry-based, project-based public magnet school”.   I can see how their approach could be easily incorporated into other schools if there is support from the school system. 

I understand from reading “Digital Literacies Go to School: Potholes and Possibilities” that there are many “potholes” that make teaching digital literacy in schools a struggle.  I still believe that if it is true that students today think differently, process information differently, and learn differently than generations of the past, why are we not changing the methods of teaching to reach these new students?  Our methods and expectations of teaching must progress as we progress.  This seems the only logical way to approach teaching today.

Chase, Z., & Laufenberg, D. (2011). Embracing the squishiness of digital    

          literacy. Journal of Adolescent & Adult Literacy, 54(7), 535-537. doi: 

          10.1598/JAAL.54.7.7

O'Brien, D., & Scharber, C. (2008). Digital literacies go to school: Potholes 

          and possibilities. Journal of Adolescent & Adult Literacy, 52(1), 66-68. 

          doi: 10.1598/JAAL.52.1.7

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 

          1-6.

Prensky, M. (2001). Digital natives, digital immigrants, part ii: Do they really 

          think differently? On the Horizon, 9(6), 1-9.

Literacy with a capital "L"

From the first day of LLED 3530 class, I began to think of literacy as more than just reading and writing.  As we worked together to create our group’s interpretation of literacy, I noticed that everyone had something different to contribute.  Each person’s individual background knowledge and experiences helped to establish our view of what literacy is and what forms literacy takes.    

Gough (1995) explains, "There is literacy, the ability which enables many people to read and write, and there is Literacy, our account of their reading and writing" (p. 80).  There are millions in our society who are literate, but they are often literate in different ways.  Yes, those who are literate have the ability to read and write, but they also have the ability to express themselves by communicating in differing forms.  Take for example an artist; the artist creates a masterpiece without the use of words, but that masterpiece sends out a message that communicates with nearly everyone who views the artist’s work.    

Gough (1995) states, “…this yields the view that literacy means different things to different people.  This is almost certainly true; people have different Literacies” (p. 83).  It is important to remember this as a future teacher of middle school students.  I understand that all of my students will be coming from different backgrounds, experiences, families, and cultures.  It will be important for me to learn how my students best communicate.  Perhaps it will be through reading and writing, artistic creation, or technology.  No matter the means, it will be up to me to find out so I can become an effective teacher. 

In the world of middle schoolers, pop culture plays a huge role in their lives.  Pop culture includes TV, movies, video games, music, fiction and nonfiction books.  As Hall (2011) points out, “Understanding how youths integrate pop culture texts into decisions about academic ones can help teachers more effectively use them to deepen students’ reading comprehension and curriculum knowledge” (p. 296). 

Hall states, “In school, students are usually expected to engage with reading, writing, and discussing texts in a formalized manner, but they rarely understand why they must do so.  In response, students have stated that the curriculum is disconnected from their own lives, that teachers do not find ways to get them involved in their own learning and they have little say in what they do” (p. 297).  Wonderful, meaningful learning opportunities can occur when pop culture is used in the classroom to help students make connections.  What better way to help students make connections in their academics than incorporating the pop culture of their lives into the classroom? 

Gough, P. B. (1995). The new literacy: caveat emptor.  Journal of Research in   
          Reading, 18(2), 79-86.

Hall, L. A. (2011). How popular culture texts inform and shape students'  
          discussions of social studies texts.  Journal of Adolescent & Adult 
          Literacy, 55(4), 296-305.

Blogs, Readers, and Literacy.... Oh My!

I am beginning to realize that I am not alone in my discovery of the blogging world. Like so many others, I have heard of blogging but have never participated myself, and I never imagined that it could be used as a tool in the classroom. Students today are surrounded by technology in so many varying forms. It would be a shame not to incorporate their technological skills into the classroom.  

As Johnson (2010) states, "Exploiting the potential use of authors’ blogs in the language arts curriculum can result in establishing an authentic learning environment that creates powerful connections, collaborations, and creativity that promotes learning and challenges thinking" (pg. 174). When students are allowed to read what the author is actually thinking, a new world of learning is available to the students. Traditional teaching and learning is a thing of the past as teachers and students participate in authentic learning through technological mediums. It is time for teachers to find engaging methods of instruction that will "hook" students interest and foster genuine learning. I desire to become the kind of teacher who is passionate about seeing her students excited to learn.  

I realize that having a desire and carrying out that desire are two different things. Johnson (2010) tell us that, "Authors’ blogs are abundant, but finding, managing,organizing, and using them in meaningful ways may seem overwhelming. Teachers’ lives are busy enough without trying to find time to visit and read multiple posts on several authors’ blogs daily. However, there are online tools available to make the process manageable" (pg. 178). If there are ways to make the process manageable and not consume too much valuable time, there should not be an excuse to not utilize this resource in the classroom.  

While blogging is a new concept to me, reading across the curriculum is also a new concept that I am learning more and more about each semester. Our instructors are actually telling us that it is possible for students to read in classes other than language arts! Who ever heard of such a thing? Obviously, everyone except me.  

Every day there are content area teachers who incorporate reading into their classes. In middle school, I was an avid reader, but I struggled with the concepts presented in science and math. If my teachers back then would have incorporated reading across the curriculum, I may have developed a genuine interest in science or math.  

Sanacore and Palumbo (2010) state, "Students who are immersed in wide and varied reading have a meaningful context not only for developing a lifetime reading habit, but also for learning vocabulary, grammar, comprehension, and other literacy skills" (pg. 180). Reading can be used as a way to challenge students' skills in other content area classes. Through reading, students grow, develop, and improve in their literacy skills. This improvement allows for more understanding and comprehension in each subject area.  

If reading across the curriculum has such positive results, why isn't every school participating in some form? My eyes have been opened to new possibilities in the world of middle school education. I am excited to learn current teaching methods and how I can apply them in my future classroom.

Let the learning begin! 

Johnson, D. (2010). Teaching with authors’ blogs: Connections, collaboration, 
          creativity. Journal of Adolescent & Adult Literacy, 54(3), 172-180. doi:    
          10.1598/JAAL.54.3.2


Sanacore, J., & Palumbo, A. (2010). Middle school students need more 
          opportunities to read across the curriculum. Clearing House: A Journal 
          of Educational Strategies, Issues and Ideas, 83(5), 180-185. doi: 
          10.1080/00098650903583735