I must say, I had a hard time getting through these readings! I totally understand the need for research, both quantitative and qualitative, but I don't enjoy reading about them. However, the one point that truly jumped out at me is one that others have already written about: "The central prerequisite for advancing the teaching of reading is to grasp the process of learning to read through the nonreader's eyes and ears - we must understand what it is like not be able to read" (Hinchman). There are probably many reading teachers who got into the profession because of a negative experience with reading in their past, and they want to help students overcome the same issue. But many of us were probably good readers in school, never having a problem with reading and never needing extra help. This isn't a bragging right, but a reality--I can't ever remember having issues with reading. It just came naturally to me, so to get inside a child's mentality who is having trouble is difficult. This is why qualitative research is so important. To be able to not only look at the numbers, which, of course, is important, but look at what is going on in a child's environment to try to get a feel for how he or she is feeling is the real goal. I loved Jason's thought at the beginning of the Hinchman article. Yes, Jason understands a certain process. He can't put it into adult words, but he understands nonetheless. This, paired with numerical data, statistics, and years of studies, is what garners results in the reading field. In my mind, you can't have one without the other.
I really enjoyed the Moller & Allen article. It is so true that bringing a piece of social and political literature, at any age range, is going to spark different responses in different children. In my opinion, this doesn't necessarily have to be a multicultural work either. For example, in my English III classes, we read The Adventures of Huckleberry Finn. Many of my students approach this work as if it were a "kids" book--when in fact it is the complete opposite. While they relate to the character of Huck, they aren't prepared for Mark Twain's social commentary, and they all come away from reading the book with a different outlook. I've seen, however, that each student's outlook is different--just like Moller and Allen argue--based on their background. I loved when they stated, "there is no such thing as an individual reader. We are each a product of our interpretive communities and of our ethnic and cultural backgrounds." I think the whole of this argument can be summed up by another statement that stood out to me (I underlined AND highlighted this one): "children's literature can be a powerful, positive force in the lives of children. It can make them less innocent. It can make them conscious that there is more than one way of being normal." (emphasis added) Gosh, I get chills at the thought of how powerful this can be for our young people today. How much could this snowball into changing our world?
Christy Rivers
Comments (5)
Christy,
In my opinion, children’s literature is one of the best ways to get our students talking about social justice issues. Using literature allows students to experience issues in a more comfortable environment because the story isn’t about them, it’s about someone else. They can think about and react to the story because they are directly involved and it feels safer to express their opinions of what is happening to the characters. I’ve always thought that if we spent time from the time our children entering kindergarten discussing different ways of life and different cultures, we would see more people interacting with one another more positively. I also think we would be delightfully surprised at the insights our students would develop from interacting with different kids of literature. They want to be challenged to think deeply and I think they would step up to the challenge.
Posted by Amie Snow | February 14, 2009 8:39 AM
Posted on February 14, 2009 08:39
Christy,
I also underlined the Moller & Allen quote you cited in your last paragraph. While I understand what is being conveyed, I initially bristled at the notion of making children less innocent. When I read it for the first time, I wrinkled my brow and really wondered if that is what I want to do. As the mother of two young daughters, I want my girls to enjoy the innocence of childhood as long as possible. And yet, I realize that I do my daughters a great disservice if I do not prepare them for the real world--the good, the bad, and the ugly. And so it is with a classroom teacher. If teachers fail to use children's literature to engage students about social issues, then when will that discussion take place?
Posted by Lisa Rasey | February 14, 2009 9:00 PM
Posted on February 14, 2009 21:00
I really enjoyed your critique. I think the part about reading Mark Twain is interesting. I have considered the impact of multicultural works on students many times before. However, I sometimes neglect to think of the impact of all types of literature on children.
Then, I also liked the quote you brought out in your writing about more than one normal. Throughout their lives, children are taught that this or that is "normal," as if there is some all encompassing definition of what normal is. It is important that we as educators teach students that normal is not really anything. There are many different norms and that there real power is within themselves. It is more important for them to strive for improvement than to constantly compare themselves to someone else.
Posted by Brittany Guy | February 16, 2009 1:47 PM
Posted on February 16, 2009 13:47
Christy,
I thing I went into a Masters program because I want to expose children to the delight, the enjoyment that can be derived from literature, or books in general. Your ending quote provides creedence (sp?) to this idea. There is such power in the topics, the pictures found in the books children absorb. They build connections, become inspired, and find solace in what someone else has painted across a page with words or illustrations. They are suddenly part of a community, isolation has dimished and someone really does understand. My favorite part of reading out loud to my class each morning are the days when the piece of literature I have selected touches each one to a point that the silence in our room is deafening and the disappointment we feel when the last page is read pervades the atmosphere. That is a powerful book. Sometimes it is so good, we just need to take the time to read it again. These type of experiences do not come everyday, but when they arrive our desire to read on our own increases and our connection to the author's experiences are strong. Those are when the chills pop up on my arms.
Posted by Stefoni Shaw | February 16, 2009 4:57 PM
Posted on February 16, 2009 16:57
Christy,
Thank you for bringing our attention to the Moller and Allen quote. The idea of "less innocent" is a compelling one. I don't think "less innocent" has to be something that is damaging to children but broadens their perspectives and experiences. Like you, I think that it could *really* change our world if children had more awareness of social issues!
Posted by Alecia Jackson | February 18, 2009 8:34 PM
Posted on February 18, 2009 20:34