What I am learning about picture books

One of the classes I am enrolled in this summer is a library sciences children's and young adult literature course. In that class, I am reading Children's Literature in Action: A Librarian's Guide by Sylvia M. Vardell (and I just found out yesterday that until recently, she has been teaching the class), in addition to picture books and novels galore. This week's assignment was to read a chapter about picture books and read three picture books (choose from a particular list) for which we had to write reviews.

Even though I am a middle school teacher, I use picture/trade books in my classroom as often as I possibly can. In regard to these books, Vardell writes, "many are...not afraid to tackle challenging topics" (46). This past spring, my seventh and eighth grade AVID classes examined and analyzed controversial/banned children's books for an inquiry lesson. My students and I were able to engage in some difficult conversations involving gender, sexuality, and immigration, for example, all from picture books. I had never done this before and had no idea how young teenagers would react, but it turned out to be pretty remarkable.

As I was reading the chapter, I was checking off all of the picture books I have read, and I was pretty impressed that I have read a significant number, aside from alphabet books. Part of this is due to my participation in the #bookaday on Twitter, created by Donalyn Miller. Through this process, I discovered that many picture books are not really written for young children and that there is a lot that can be learned from these reads. I believe there are stereotypes about all picture books being elementary in nature, but many are rich in vocabulary, complex sentence structures, and information.

There were a few surprises for me within the reading:

• One topic addressed in the chapter is awards for picture books. I had no idea that the Caldecott award had been around since the 1930s (39). The first book I shared with my students for the above mentioned lesson was Strega Nona, a Caldecott winner from 1976. I thought the award from 1976 was a long time ago - and I was alive at that time. I do not think I have ever really considered that children's books have been around for quite some time now.  
• Vardell writes, "that no one artistic style is preferred by kids, and that judgment is rather individual" (40). This is simply something I have never thought about, but it struck me as funny. I started imagining a toddler running around the library, looking at books, grimacing, "No, not that one, Mother. The artistry is not to my liking."  
• Most picture books are 32-pages in length (45). I was so intrigued by this that I tweeted about it and started counting the pages in some of the books I have sitting in my house right now. 32 pages, indeed! 
• Children's picture books do not have to have a theme or lesson . Having taught middle school English for so long and theme being such a challenging TEK, this made me feel better about sharing picture books with my students for reasons other than an overall "moral of the story". The controversial books I used certainly have messages to convey, but like Vardell says, "Deeper meanings are gleaned subtly, implicitly, through understanding how the world words, how people behave, and how stories reveal those truths" (60). My students worked collaboratively to delve into those deeper meanings without my having to spoon-feed any information.

If you stop by the library or the bookstore, check out some of the children's books. There are treasures galore if you look. 

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Some of my favorite picture books:

• The Day the Crayons Quit
• Millions of Cats
• And Tango Makes Three
• When the Beat was Born
• Walter the Farting Dog
• Finding Winnie: The True Story of the World's Most Famous Bear

NCTE Reads: YA Pedagogy Element 1 - Classroom Community

This week for NCTE Reads, we are delving into the development of pedagogy that addresses young adult literature in the classroom. Element 1 focuses on classroom community. 

Many years ago, I learned that it is pointless to discuss rules and procedures on the first day of school. Students are tired and adjusting to being back on a schedule. They are excited to see their friends and what teachers they have but not to learn anything, especially on day one. So I switched gears and started focusing on classroom community from the first day of school. If we are going to be a family for 178 days, we need to be comfortable with one another. I have no issues with building community within the first two days of schools. But how to I extend this community into teaching young adult literature?

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Which quality do I try to focus on?

 Quality #1: Belief that the work is important

Buehler discusses that teachers must treat young adult literature in the same capacity as they do classic literature. My classroom library consists of mostly young adult literature and a few pieces from the canon. Although I do not teach young adult literature in my AVID class, the selections for middle school English in my district are mostly young adult titles. Books I have taught in my fourteen years of teaching include:

In regard to classic literature, I did teach Treasure Island one time (and it was one time for a reason), and I taught Tom Sawyer one time. I would rather not discuss how those went over.

I have to say that I think I have treated these works seriously. Except for that one time when I made fun of A Wrinkle in Time profusely for everyone being saved by love (not my favorite story). Ok, I also expressed a few negative thoughts about the end of The Giver. But aside from that, I swear I have treated these books with the utmost respect.

I do read everything I can from my  own classroom library, and I have done my best to make sure I have books that represent all of my students, and some of those titles have to be treated with care (ex. Fat Angie, Aristotle and Dante Discover the Secrets of the World, Tomboy).  When I have one-on-one conversations with students about the books they choose, I always treat the chosen story as the greatest novel ever written. 

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I would have to say that the rest of the qualities are all challenges for me in the AVID classroom, as the class itself is not a literature class. The previous coordinator did tell me that there have been years when the classes examine a shared text, but not in the traditional sense of what we teach in English language arts. They have read We Beat the Streets to share and discuss how they can overcome the odds against them. 

I suppose this text could meet the Quality #4: Collective investment in a shared experience.  I have read the book myself, and it certainly invites discussion and debate. I do not think, however,  that this book represents enough of my students for them all to discover deep meaning. Quality #3: A sense of being known and valued focuses on choice as "an element of YA pedagogy" (84). In order to address both of these qualities, I believe I would have to introduce more titles into my classroom, whether fiction or nonfiction, about teens overcoming odds.

In teaching English, I feel confident I could address all four of these qualities and have probably touched on them all at some point in time. Bringing this pedagogy into the AVID classroom is not impossible, but it will take some work on my part. My overall goal is always to show my students that they have value that is important and recognized, so if I have to work a little bit harder for them, so be it. 

Where are the diverse protagonists in young adult book series?

As many of you know, I am currently working with a master's cohort program through Texas Woman's University, and this semester, I am enrolled in Literacy and the Diverse Learner. At some point during our class last Wednesday, Dr. Claudia Haag made a comment regarding children's and young adult literature that made an impact on me: With all the book series out there that are inspiring children and teenagers to read, where are the non-white protagonists?

My mind started racing with all the book series I have read. Little House? Obviously not. Sweet Valley High? I don't think the 80s were so accepting. Harry Potter? Nope. Hunger Games? I don't think so. Eragon? Percy Jackson? Twilight? No, no, and no.  I searched book lists. None. I looked through my house. None. 

I consider myself to be pretty on top of things, but this one has passed right by me. I have worked hard to make sure that my classroom library reflects all of my students. I received a $1500 grant through First Book right after changing classes this year, and it was the perfect time to create a new classroom library. I ordered books about African American teens. I ordered books about Muslim teens. I ordered books about gay teens. I bought a few book series that I had never heard of before. But not a single one of those series has an African-American, Muslim, or gay main character. 

There is plenty of research out there that supports the need for young readers to see themselves reflected in what they read. Book series provide students with automaticity based upon familiarity with the author. Reading and fluency improve. With an achievement gap that continues to widen between racial groups, it is incredibly important to have students reading, not because we make them, but because we want them to enjoy the process. My student population consists predominantly of African-American, Hispanic, and Asian students, and I do not have a single book series in my classroom that reflects any of them in a starring role. 

I mentioned all of this to a group of African American girls in one of my classes, one of whom devours almost every book on my bookshelf. They honestly did not seem terribly concerned. Since most of the girls are not fans of reading, and I cannot help but wonder if that lack of interest does stem from not seeing enough of themselves in books. I think I am going to delve into this a bit deeper with all of my classes in a few weeks and have my students do some research. I have a few students who would like to be writers, and maybe they will be the ones who change the field in the future. 

As an insane reader of everything I can get my hands on, I am comfortable saying that things are definitely changing in the world of literature, but we still have a ways to go. Authors, we teachers are counting on you. 


References:

Camera, L. (2016, January 13). Achievement Gap Between White and Black Students Still Gaping. Retrieved February 11, 2017, from http://www.usnews.com/news/blogs/data-mine/2016/01/13/achievement-gap-between-white-and-black-students-still-gaping

Morrison, K. (2015, September 10). Part 4 - The Importance of Series Reading . Retrieved February 11, 2017, from http://www.inquirybydesign.com/part-4-the-importance-of-series-reading/

Popular series books. (n.d.). Retrieved February 11, 2017, from https://www.goodreads.com/shelf/show/series