Critical Book Clubs: Reimagining Literature Reading and Response
To read, or
not to read: That is not the question
Remember talking in class about how we talk to much about
the old text. Well, we read more for the dead white guys of history. But
something should be said about the old text as well. It noted, “In Mockingbird,
Caitlin, a fifth-grade artist who has Asperger’s, struggles with the aftermath
of a school shooting that took the life of her beloved older brother, Devon.
Readers look through Caitlin’s eyes as she struggles to make sense of the world
without her brother . . . focuses on Caitlin’s unique personality and
experiences” (Jocius and Shealy, 2018, Pg. 696). I feel that being culturally relevant
teachers should not be about bringing in books relevant culturally, but physical
too.
Some books are looked as being too distanced for some students
and sometimes they are. But, being culturally relevant can also go to what makes
them, well them. Caitlin was someone who could connect to them. The only time I
remember book clubs or even having reading being more geared towards the
students was 3rd grade. I remember reading about a young Japanese woman
folding a thousand paper cranes. That was the real first time I heard about a
woman being in books that did not evolve around a stander princess fairy tale
we heard back then and now. I remember reading about Michael Jordan life story,
that was the first time that I read anything that did not have Martin Luther
King in the book.
Book clubs being included should be looked at more closely. Something
can be said about reading more can change how you see the world. When we all
joined Blocks, we all had our minds blown at one point or another. As it noted
in the book, “By the final phase of book clubs, students had read several texts
offering different perspectives on the theme, interviewed community members, and
participated in a variety of community based social action projects” (Jocius
and Shealy, 2018, Pg. 696). The main arrangements you can make for not having
these are; they take to much time, they are not going with the standards. As well
learned, we don’t have to go hand it hand with the standards and we have a
little wiggle room. Also, the text can be their reading and project time all in
one. Students can be given the tough books, about social issues and then get a
point of view from both sides.
The above link is to the Ball State University students. They
go into detail about what it means to really investigate your own library. Also,
how it is important to look at books from different views. But how you would
react if you had these books back when you were in the same grade.
So, my questions to all of you:
1.
Do you think it is important to only think about
other people in your class, (like black/brown/African males) when deciding
books? Or do you think you should include a wide selection and give more choices
to read books from different areas?
2.
Do you think the idea of having a book club in
your class can be useful? Also, how would you start that if you think it is?
3.
What something that we should add to being cultural
relevant when deciding lessons like these and how they should start?
Chris, I love your personal input you put into this post! I completely agree that reading is much more enjoyable when you choose the text. I also think it's super important that we as teachers pick the texts, but to an extent. Choosing a list for the students to pick from and read something that catches their eye. Also, having a wide range of books geared towards the interests of a diverse environment is key. To answer your questions, I do believe it's important to think about the students you have in your class when picking books but I also believe you should help kids to step out of their comfort zone by selecting a wide variety of texts. For example, giving students books that incorporate all ethnicities/cultures and focus on things beyond what the child knows/sees around them. I think as teachers it's important to widen our student's library with texts that range in different styles, concepts, and lengths. I also love the ideas of book clubs. I remember having book clubs in school and when we got to choose our text (out of a list) and talk to others who chose the same book, it was much more engaging than reading what the teacher had picked out for us. I think book clubs are a great way to reflect on texts and share personal take aways with others who share the same passion for the text. I would do as I had experienced, I would have a list of books to choose from and have the students pick what book they would like to read. Everyone who picked the same book would meet once a week to talk about what they read and what they took away (I would also probably provide some guiding questions to help facilitate conversation). I think a great way to be culturally relevant is to get the students involved in their own learning. To receive their input and act upon it. Children become more engaged when they can take charge in their own learning (with a little help of course). Overall, I really enjoyed these articles read and your blog post. These questions helped me to reflect on my future classroom and how I want to teach literacy in a culturally relevant way.
ReplyDeleteMayson,
DeleteI just wanted to clarify something. I just said for the teacher to pick, so that the books can be around the same topic area of learning. For example, books on social issues in South America and someone picks a book about giving a mouse a cookie. You can make it about an issue topic maybe. But that’s all I meant about teachers’ choice. But, for the books in the room it should range from different areas. One having books about girls being the hero in fairy tales and not being recused from a prince. To books about boys who want to wear pink. I want my library to be about fairness and future hope. One thing I want my library to have is books about exploring the world and universe. I never had books about science or exploring. It was about boring stuff the teacher was into. So, I do agree with “Choosing a list for the students to pick from and read something that catches their eye” (Hoene, 2019). Because, when I see something, I think that is so cool or so lame. I think we should picture giving this as a gift to three different people in our family. Because, we know are family better then maybe a random person you see today. So, think of a small brother or sister for more personal text. Then maybe someone who is different from you with ethnicities/cultures. Then we think of this book is about a little boy or girl is just like them and the stop. Because, we see they are the same and not really look more then that.
Christopher,
ReplyDeleteI think you make a lot of great points form the articles. I really like that you included that YouTube link about how to pick critical texts for your own library as a teacher, that was really helpful! To answer your question above "Do you think it is important to only think about other people in your class, (like black/brown/African males) when deciding books? Or do you think you should include a wide selection and give more choices to read books from different areas?", I think it is important to include all cultures in your classroom. The world is not only black and white either, and all though minority texts are very rarely taught, Latino texts and Asian texts are even more underrepresented. You only see a Latino text being read if the book is speaking in partly Spanish. But there is so much more to the Latino culture than that. And there are so many other cultures that need to be taught. Africa has a high population of people from Africa, and so there is a big difference there between cultures and customs of those who are are African American. Point is that I think it is important to teach all books. A critical text does not necessarily mean it needs to pertain to the culture of yours students. I think book clubs are a good way for students to all share out their ideas and their finding and then take action and put them to social action, like it talks about in the end of the article ((Jocius and Shealy, 2018,pg 697). It is important to bring in all different types of social issues as well as positives such as informing them of different cultures so they are exposed to all of what they will see in the world.
Merannda,
DeleteJust to point out the question was not geared towards one group, just a theme I went with in the book. So, I did not mean to go that way. I agree that a lot of books are underrepresented in school and life. I once tried to get a book about the Spanish culture for a project in elementary school and I could not find a book very easily. I had to ask the librarian for help and she even struggled. Also, when you step outside of the world comfort zone and pick different text, you are looked at as weird. I was trying to learn Russian and one of my teachers ask me, “Are you really reading a Russian dictionary?” and I had a why is it an issue. Because, it was silent reading time and I was reading a book. Little words said from people really cause and issue when reading and I wanted to share that when someone made a comment that I could tie it in more. I think after now I should have included it in my main text. But anyways I believe that book clubs can really have the impact that teachers can no sometimes. Also, I think having culture relevant books needs to be from everywhere and not just one area. I was having trouble making a question around that and also tying in with the text.
Christopher, great post! The pictures included in the blog are great for this topic! I wanted to touch on your question, Do you think the idea of having a book club in your class can be useful? Also, how would you start that if you think it is?" I think this idea of book clubs could be useful in any space and it is something I want in my classroom. When you give children the choice to read a story or text, they are more likely to engage with it. Students who are reading the same text can have the opportunity to talk about the book and share their ideas. Giving students critical texts can open their eyes to topics and issues they've never been exposed to. Students can also get the chance to personally connect to a story. In the text it says, "Critical literacy repositions students as empowered participants who engage with texts and societal issues that are interpreted through personal and cultural realities (Freire & Macedo, 1987; Wood & Jocius, 2013) (Jocius and Shealy, 2018, pg 692). Don't we want our students to feel empowered? When giving them a choice, they have the chance to. Also, we are giving them a chance to start critically thinking. This is something they will use for the rest of their lives. Teaching them how to critically think through something they're passionate about will set them up for success.
ReplyDeleteHannah,
DeleteI really liked how you responded to this post. I think the idea of a book club like Chris talked about would be awesome. This also brings me back to when Olivia talked about in her Ed talk about having a book club with teachers. I also think this would be a great idea for teachers to think critically, because I think a lot of teachers need that. I agree with you that giving the students the choice to feel empowered, and think critically is something we must do. This reminds me of when Dr. Kazembee talked about how people do not know how to think anymore. Maybe that is because educators have not given students to think about things they would enjoy and engage them? I think overall students and people in general need to learn the importance and power of critical thinking.
Hannah,
DeleteI liked your ending with setting them up for success. Because, I myself was not set up to a successful person in reading. Not, because any social issues reasons, but just for not having my choice in it. I think that is where teachers fall between the cracks in life. They build themselves up on the foundation of being the best and then they do repair that foundation. Like I said in Dr. Kazembe class, “Someone can be an expert 30 years ago. But, what about today? You are only and expert if you keep learning more. Because, Dr. Kazembe is an expert today. But, what about tomorrow?” and that is the disconnect people have. Because, you are the top of the food chain today, but let’s say someone comes in tomorrow who does not speak English and likes to eat bugs. But something I want to have in my classroom is that is a culture thing and that is normal for them. So, what is normal for us is strange to them. That is where I want the books to come in to life. Because, let’s say someone does read a book about their culture, and someone says that is gross and laughs. The people who read that book might say, well I read that it common around the earth to eat that. Then I could tie in some stuff right after to back my students up in class. I want that prior knowledge before I step in. Having books and books clubs can help with that greatly. For the example I used in my blog about the Asian woman. Someone could be very sick in the class and to help raise money, we make something to help. So, having these books can set them up to be the people who can say that is not right and what they can do right after.
Allison,
DeleteI agree with you comment with Dr. Kazembe on how people do not know how to talk. I think it mainly from people not teaching them to talk for themselves. I say people, because it is not just the teachers fault. Because, I must talk for 0 months old to maybe a 2-year-old for a little bit. Because they can't talk yet or just want the shiny or colorful object. Like yesterday at work I saw a mom let her little girl walk around and she was starting to pick up trash. So, we have to adjust their ways a little bit until they know the some stuff. But, as teachers we only listen a little bit to our own students. I remember in class 4th grade and I said something to the teacher and he did not listen. I know this, because a girl came up and said the same thing. It was someone had a bloody fell down. So, it felt like he thought I was lying. So, we have to make sure to give them the voice in the class to learn to speak for themselves and not follow what they see you do.
Allison, I too agree that having a teacher book club is a great idea. Going back to how we have been taught, and how the teachers before us have been taught, it had been the traditional banking method. The traditional banking method is when knowledge is taught and stored. So, when you bring up the fact that we don't know how to critically think anymore, my question to you is How much of that is due to this method that we were taught to sit be quest and learn? Frankly, I am guessing it has a lot to do with it. By allowing children to pick what they want to read I don't just think is empowering to them, but I think it also allows them to feel like we aren't just telling them what to do, but that they have a choice and it goes along with how children should be able to help form the content that we are teaching. The standards can easily be implemented within.
DeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI think it’s important to include books that will be relevant to the lives of students in our class as well as to the lives of others not in our class. For example, if we’re teaching a class of students who mostly have high socioeconomic status, it will still be important for students to have access to books from the perspective of those with low socioeconomic status. It helps students develop empathy and learn about how people outside of their ‘box’ live their lives.
ReplyDeleteYes, I think book clubs can be useful for keeping students on track reading a specific portion of the book before each book club meeting. "If students are to engage meaningfully with political, social, and cultural issues, book club discussions must be carefully planned and executed to support critical meaning-making practices. Critical literacy repositions students as empowered participants who engage with texts and societal issues that are interpreted through personal and cultural realities" (Freire & Macedo, 1987; Wood & Jocius, 2013). Students may enjoy discussing different aspects of the book with their peers, and bouncing ideas off of one another about what will happen next in the plot. If we have book clubs in our classes, I think it’s important to let students have a say in what book they read, so they’ll be more likely to be engaged in the reading.
Christa,
DeleteI agree that we should have books for everyone and their opposite side of life too. Like your example with socioeconomic status. Because, I was told from a friend of mine a story about her daughter. She saved up a lot of money to buy an iPod. When she brought it to school, they all said, “How did you afford that?”, because they were on the lower side of finances. I think it is important to have a few books already in the library to have students ready with an explanation to the question that is asked. So, they start to stand up for themselves and others at an young age.
Christa, I agree with keeping the theme of cultural relevance! There will be times where we have to read specific texts, but I think for the most part, if we're able to look at the standards required for the specific unit that we're reading through with our students, that we will able to find text that is engaging and captures the students' interests. There can even be multiple ways to establish what the student has taken away from the readings besides the old-as-time "chapter quizzes".
DeleteIf they found a way to make book clubs interesting and engaging enough to where I would want to read the next chapters in order to collaborate with my peers the following week on a project or in a small-group discussion, I would have loved to have book clubs! We never had these kind of opportunities when I was growing up in elementary or secondary education. As far as finding books to fund your classroom, there's actually a good amount of websites and apps with thousands of free books that you can use, or you can always try to apply for grants/scholarships to have a surplus of funding for a classroom library. (It is financially draining that we as educators have to pay for everything out of our pockets in order to have an engaging/stimulating classroom environment though...)