My knowledge of diverse literature has changed a little bit. But at the same time, I learned so much about different types of literature that I had never read before. I really enjoyed the blogging because I had the opportunity to share things that I did get to in class and I will be able to look back at this in a few years and remember what books were and how I can use them in my future class.
Overall, I am impressed that we read so many different genres and different books that were written in different ways, because I have never picked up some of those genres. I really had the opportunity to experience diverse literature in both the way it is written and the way I read it.
When I first came to class, I was nervous because of the course pack and how much information that it contained. I wondered how we would get through all of it and I also wondered what use it would be to me. I will be able to use the information in the course pack to evaluate different literature, to get books that will relate to different units that I want to do.
I really liked this course because we actually read diverse literature and spent only a week on each which gave us time to focus on several different genres. I really wish we could have focused on picture books or short stories more because I feel that will help me out in the future especially with teaching special education.
My favorite book was either Bronx Masquerade or Al Capone does My Shirts, because Bronx Masquerade was writing in different points of view and Al Capone focused on disabilities which I am really interested in.
Wednesday, December 5, 2007
Monday, December 3, 2007
Professional Review
Pirofski, Kira. Strategies For Fostering Able-Bodied Children's Acceptance Of Disabled Peers. San Jose State University, California: 2002. Available at http://www.projectappleseed.org/aaceptance.html
This article reviews children at a young age, both disabled and able bodied. The children were asked who they were more likely to play with if given the chance to. Students who are able-bodied would usually pick the students that were also able-bodied, and the same was true when children looked at pictures of adults who were disabled, they would pick the adult who was able-bodied. The article goes on to state how this is attitude is no longer a barrier when it comes to able bodied and disabled. Later, the article talks about ways to include literature about people with disabilities and that if students are introduced to stories that include characters who have a disability that students started to be more accepting of people with disabilities.
The article says very little about what disabilities where shown in the pictures and why students picked the way they did. I found it interesting that we do not recognize that there are attitude barriers between students who have disabilities and students who are able bodied. I wonder how many teachers actually include reading stories to their classrooms that include the main characters having a disability. I really like looking at how we think change is going on and we are making progression to a more inclusive environments in the classroom and then research like this brings us back to looking at what else can be done so students are not be exclude and that everyone is being represented when you read in the classroom.
This article reviews children at a young age, both disabled and able bodied. The children were asked who they were more likely to play with if given the chance to. Students who are able-bodied would usually pick the students that were also able-bodied, and the same was true when children looked at pictures of adults who were disabled, they would pick the adult who was able-bodied. The article goes on to state how this is attitude is no longer a barrier when it comes to able bodied and disabled. Later, the article talks about ways to include literature about people with disabilities and that if students are introduced to stories that include characters who have a disability that students started to be more accepting of people with disabilities.
The article says very little about what disabilities where shown in the pictures and why students picked the way they did. I found it interesting that we do not recognize that there are attitude barriers between students who have disabilities and students who are able bodied. I wonder how many teachers actually include reading stories to their classrooms that include the main characters having a disability. I really like looking at how we think change is going on and we are making progression to a more inclusive environments in the classroom and then research like this brings us back to looking at what else can be done so students are not be exclude and that everyone is being represented when you read in the classroom.
Saturday, December 1, 2007
Final Thoughts on Deaf or Hard of Hearing Books
I really enjoyed reading stories about children who are deaf or are hard of hearing. It took me a really long time to find books about children who are deaf or hard of hearing. I could find informational books about being deaf or hard of hearing. I had to use the internet to find the stories. I went to several book stores, all of which said I would have to special order the books. Instead of ordering them, I decided to go to my local library. I searched the online card catalog and found a few books; none of them were in the same section of the library. There were only a few books that were not informational and all of them were from the 1970s. They have no new books and it took me a while to search around the library. There were a few books that I could not even find in the library.
Even the professional review was hard to find. I finally decided just to do a professional review on disabilities in general because I could not find one that related just to deaf or hard of hearing. I really wonder why this topic is so hard to find, especially since so many children have some sort of a hearing impairment.
I really wish that this topic was easier to find in bookstores and in the library. I am really disappointed that these books have to be special ordered. In the library, I was really upset that you have to ask the librarian to help you find the book because they are in different sections of the library. I really wish there was more books out there that do not have to be ordered off the internet or that someone has to wait to get.
Each of the books that I read, was about a female. I think that is an interesting aspect because females are not the only people who are deaf or hard of hearing. Two of the books are in black and white for children reading these books, they will not be interested in the pictures and therefore probably not engaged in the story. Two of the books talk about how the children go through tests and all of the books talk about how the children function in a hearing world.
Anna's Silent World
Wolf, Bernard. Anna's Silent World. Philadelphia: Lippincott, 1977.
Anna's Silent World is a book about Anna's life. Anna was born deaf and her family is teaching her how to function in a hearing world. Anna goes through training to talk and to learn how to read people's lips so she knows what they are saying if she could not hear who is talking with the amplification. Anna is mainstreamed into an elementary school; her teachers make special arrangements to make sure that Anna is able to hear what they are teaching.
This story is written a little bit different than normal children's books; this story is based on the black and white photographs that Bernard Wolf took. He later added the words to the pictures to aid in understanding what Anna does each week to function in a hearing world. The book was written in 1977, so things are a little bit different now, but I like how the story is shown through the pictures, and the text explains what is going on because a person who is deaf relies on their sight in order to communicate and understand what is going on. Bernard Wolf tries to get the reader to rely on their sight but if they cannot do solely on the pictures they can use the words to understand the whole story.
Bernard Wolf is considered to be an expert in his field of photography and photographing children. He focuses on social issues and young children. There was no information about him personally besides his professional career.
Anna's Silent World is a book about Anna's life. Anna was born deaf and her family is teaching her how to function in a hearing world. Anna goes through training to talk and to learn how to read people's lips so she knows what they are saying if she could not hear who is talking with the amplification. Anna is mainstreamed into an elementary school; her teachers make special arrangements to make sure that Anna is able to hear what they are teaching.
This story is written a little bit different than normal children's books; this story is based on the black and white photographs that Bernard Wolf took. He later added the words to the pictures to aid in understanding what Anna does each week to function in a hearing world. The book was written in 1977, so things are a little bit different now, but I like how the story is shown through the pictures, and the text explains what is going on because a person who is deaf relies on their sight in order to communicate and understand what is going on. Bernard Wolf tries to get the reader to rely on their sight but if they cannot do solely on the pictures they can use the words to understand the whole story.
Bernard Wolf is considered to be an expert in his field of photography and photographing children. He focuses on social issues and young children. There was no information about him personally besides his professional career.
I Have A Sister My Sister is Deaf
Peterson, Jeanne Whitehouse. I Have A Sister My Sister is Deaf. New York, NY: HarperCollins Publishers, 1977.
I Have A Sister My Sister is Deaf is a story about a girl talking about her sister. She talks about how her sister likes to do all of these different things that all kids like to do, but her sister is a little different because her sister loves to play the piano but cannot hear the tune. Her sister cannot hear her yell "Look Out". She talks about how she tries to understand what it is like not to be able to hear. She talks about how they are both afraid and how they both can talk but in different ways. She talks about how she talks to her friends about her sister.
This book is written by Jeanne Peterson, she is considered to be an insider because her sister was also deaf. This book is interesting in many aspects, the first being that the sister is trying to show to her friends how her sister can do all of the things that all kids love to do, but she does them a little bit different because she cannot sing, hear tunes, or talk. She talks about how they share the same emotions but at different times. I do think that the book could be seen differently if the illustrations were in color, it makes it seem like everything they do is dull and something is missing. The other thing that is interesting is that the sister is always pointing out things that she cannot do at the same time that she is pointing out all of the things that she can do. But at the same time she is doing this, it seems like she is looking out for her sister and feeling bad for her because she will never get to experience some things in life that other people take for granted. Overall, there are a few things that I like in this book, it would be a good book to read to an older sibling who has a younger sibling who is deaf so they can learn that their brother or sister will not be able to experience some of the same things as they do but they will also experience them in a different way.
I Have A Sister My Sister is Deaf is a story about a girl talking about her sister. She talks about how her sister likes to do all of these different things that all kids like to do, but her sister is a little different because her sister loves to play the piano but cannot hear the tune. Her sister cannot hear her yell "Look Out". She talks about how she tries to understand what it is like not to be able to hear. She talks about how they are both afraid and how they both can talk but in different ways. She talks about how she talks to her friends about her sister.
This book is written by Jeanne Peterson, she is considered to be an insider because her sister was also deaf. This book is interesting in many aspects, the first being that the sister is trying to show to her friends how her sister can do all of the things that all kids love to do, but she does them a little bit different because she cannot sing, hear tunes, or talk. She talks about how they share the same emotions but at different times. I do think that the book could be seen differently if the illustrations were in color, it makes it seem like everything they do is dull and something is missing. The other thing that is interesting is that the sister is always pointing out things that she cannot do at the same time that she is pointing out all of the things that she can do. But at the same time she is doing this, it seems like she is looking out for her sister and feeling bad for her because she will never get to experience some things in life that other people take for granted. Overall, there are a few things that I like in this book, it would be a good book to read to an older sibling who has a younger sibling who is deaf so they can learn that their brother or sister will not be able to experience some of the same things as they do but they will also experience them in a different way.
A Button in Her Ear
Litchfield, Ada B. A Button in Her Ear. Morton Grove, IL: Albter Whitman & Company, 1976.
A Button in Her Ear is a story about a little girl named Angela who is having a hard time hearing her classmates, teachers, and parents. Throughout the story, she misinterpreting what people are saying to the point that she is doing different activities wrong. Angela ends up going to the doctors who test her hearing and decide that she needs a hearing aid. One of the doctors calls her hearing aid, a make button, because it is tucked in her ear and will help her just like a button. She learns how to change the batteries and how to turn it on and off. She is nervous about going to school with the hearing aid, but when she gets there, Miss Hicks notices and asks her if she would like to tell the other students about it. Angela goes on to tell everyone about her "magic button."
This story was a very cute story and showed the person before the disability. Angela lived life normally and the book shows how people who are hard of hearing and misinterpret different sayings. The illustrations show a diverse group of children, the children are not of one race or ethnicity but of several different ones. Not only do they show different characters but the audiologist is an African-American woman. This is a nice aspect because it shows how all ethnicities can be extremely well educated and hold doctor jobs. Overall, this book shows how Angela who is hard of hearing lives life first but hearing words differently from what people are saying, to her receiving a hearing aid and being accepted for having the hearing aid. Students in her classroom see the hearing aid just like they see glasses as a way to help Angela hear.
The author seems to be an informed writer on this topic, she researched the topic and worked with a School for the deaf and even watched a demonstration on a hearing test, how to use and care for a hearing aid. She is also the author of several other books about people who are deaf and hard of hearing and other books about people with disabilities.
A Button in Her Ear is a story about a little girl named Angela who is having a hard time hearing her classmates, teachers, and parents. Throughout the story, she misinterpreting what people are saying to the point that she is doing different activities wrong. Angela ends up going to the doctors who test her hearing and decide that she needs a hearing aid. One of the doctors calls her hearing aid, a make button, because it is tucked in her ear and will help her just like a button. She learns how to change the batteries and how to turn it on and off. She is nervous about going to school with the hearing aid, but when she gets there, Miss Hicks notices and asks her if she would like to tell the other students about it. Angela goes on to tell everyone about her "magic button."
This story was a very cute story and showed the person before the disability. Angela lived life normally and the book shows how people who are hard of hearing and misinterpret different sayings. The illustrations show a diverse group of children, the children are not of one race or ethnicity but of several different ones. Not only do they show different characters but the audiologist is an African-American woman. This is a nice aspect because it shows how all ethnicities can be extremely well educated and hold doctor jobs. Overall, this book shows how Angela who is hard of hearing lives life first but hearing words differently from what people are saying, to her receiving a hearing aid and being accepted for having the hearing aid. Students in her classroom see the hearing aid just like they see glasses as a way to help Angela hear.
The author seems to be an informed writer on this topic, she researched the topic and worked with a School for the deaf and even watched a demonstration on a hearing test, how to use and care for a hearing aid. She is also the author of several other books about people who are deaf and hard of hearing and other books about people with disabilities.
Wednesday, November 14, 2007
Confessions of a Closet Catholic
While reading the book, I had a hard time thinking of a question. The book presents some stereotypes and some generalizations about being Jewish. I was thinking of our class discussion and came up with the idea of: Do all children/teenagers challenge their beliefs or values in order to fit into what they see as the norm(what their friends believe/do)? The reason I picked this question is because it seems that Justine wants to be like Mac in order to fit in. Based on page 8, where she talks about being Catholic like Mac, do you think that this is something that she wants to do because she is testing what religion she wants to be or do you think that she is doing this just to be like her friend?
Another idea that is brought up is the idea of Sister Teresa Benedicta, do you think that this is there to show that more teenagers are trying to be like the norm in society so they do not get made fun of or stick out? Or do you think that Sister Benedicta was just brought up to show that other people in history have switched between the two religions? Do you think that Sister Benedicta is seen as a role model and a way to see how she fit into society?
Another idea that is brought up is the idea of Sister Teresa Benedicta, do you think that this is there to show that more teenagers are trying to be like the norm in society so they do not get made fun of or stick out? Or do you think that Sister Benedicta was just brought up to show that other people in history have switched between the two religions? Do you think that Sister Benedicta is seen as a role model and a way to see how she fit into society?
Saturday, November 10, 2007
Project Mulberry
One of the topics that my group talked about was the idea of Mr. Dixon and Julia's mom. Why do you think that the other thought the other person was white? A few people talked about just how people assume things about teachers and the families based on the composition of the students in the area.
Another big discussion was the idea of heritage and how does that affect what you want to do with projects. Do you think that your heritage affects what you want to do in school and how much you are willing to share? The reason this came up is because of her being Korean and how she didn't want to do a project. I said middle school is a hard time for any student to fit in and all they want to do is fit in so they are not going to other people a reason to exclude them in activities. What do you think?
Another big discussion was the idea of heritage and how does that affect what you want to do with projects. Do you think that your heritage affects what you want to do in school and how much you are willing to share? The reason this came up is because of her being Korean and how she didn't want to do a project. I said middle school is a hard time for any student to fit in and all they want to do is fit in so they are not going to other people a reason to exclude them in activities. What do you think?
Tuesday, October 16, 2007
Final Project
For my final project, I am going to use hard of hearing or deaf books. The reason is because I want to become a teacher for deaf or hard of hearing students. I want to see what this genre of books has to offer for teachers and students in this area. I also want to see if authors' portray this topic in a positive or negative light. It will also be interesting to see the difference of how available this topic is in a well-known book story like Borders compared to Everybody Reads or even the internet. I know when searching the internet that I have already found a ton of books on this topic, although several of them are informational books about being deaf or hard of hearing. I also feel that I will buy these books instead of borrowing them for a library because it is something I have a passion for and would want in a library for my future students.
Monday, October 15, 2007
Al Capone Does My Shirt
While reading Al Capone Does My Shirt, I kept thinking does this book portray the person or the disability first. At the end of the book, I came up with the idea that the book portrays the person, Natalie, and then the disability, autism because Natalie is described in detail with what she likes to do and a very little about her disability. While working on my paper, the only question I could think of is does this book portray traits of autism as generalizations or stereotypes? I based the question of the Cortes' article but also used Claiming Disability by Linton and also The Joan K. Blaska Collection of Children’s Literature Featuring Characters with Disabilities or Chronic Illnesses by S. Williams, C. Inkster, and J. Blaska. These articles all give background to what Gennifer Choldenko had in mind when writing Al Capone Does My Shirt.
After turning in my paper, I thought of another question, does the book portray the person then the disability or the disability then the person?
Also, how does having a person with a disability in your family affect what you can do? Moose many times has to give things he likes to do up in order to take care of Natalie. But at the same time, he builds a really strong relationship with her.
I personally like this book and think that it gives readers a positive view of a person with autism. I also think that it is a great book to go back and talk about values with students, because Moose has things in his life that he wants to do but slowly, he sees whats more important. I would recommend this book to others who want to bring in an underrepresented genre into their classroom.
After turning in my paper, I thought of another question, does the book portray the person then the disability or the disability then the person?
Also, how does having a person with a disability in your family affect what you can do? Moose many times has to give things he likes to do up in order to take care of Natalie. But at the same time, he builds a really strong relationship with her.
I personally like this book and think that it gives readers a positive view of a person with autism. I also think that it is a great book to go back and talk about values with students, because Moose has things in his life that he wants to do but slowly, he sees whats more important. I would recommend this book to others who want to bring in an underrepresented genre into their classroom.
Wednesday, October 10, 2007
The Middle East Book Award
The following information is paraphrased from the official website for The Middle East Book Award:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm
The Purpose:
MEOC established the Middle East Book Award in 1999 to recognize books for children and young adults that contribute meaning-fully to an understanding of the Middle East.
Selection Criteria:
Books are judged on the authenticity of their portrayal of a Middle Eastern subject, as well as on their characterization, plot, and appeal for the intended audience. (Awards are announced in November for books published during the period from January of the previous year through September of the current year.)
Eligible books are books for children and young adults that contribute meaningfully to an understanding of the Middle East. Award categories include picture books (for ages 3-8), literature for children or young adults, and reference books for children or young adults.Sponsor:
Middle East Outreach Council (MEOC) is the sponsor of the award. Established in 1981, it is a national nonprofit organization working to increase public knowledge about the peoples places, and cultures of the Middle East, including the Arab world, Israel, Iran, Turkey, and Afghanistan. MEOC is a national network of educators dedicated to disseminating apolitical and nonpartisan information, resources and activities furthering understanding about the Middle East.
While researching The Middle East Book Award, there were only four websites that had helpful information. The information on each website was similar both in information and word usage. Information on the selection committee qualifications could not be found on any website. An interesting fact is that the book winners have no recognition on the cover of the book or on the inside of the book. All the recognition for the Award Winning Books is on the website. Some of the books that won The Middle East Book Award also won other awards; those awards were mention as "An Award-Winning Book" or "An Award-Winning Author" inside of the book jackets.
Other websites that were used are:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/
http://www.outreachworld.org/article.asp?articleid=45
http://cmes.hmdc.harvard.edu/outreach/news/meoc_2006
http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm
The Purpose:
MEOC established the Middle East Book Award in 1999 to recognize books for children and young adults that contribute meaning-fully to an understanding of the Middle East.
Selection Criteria:
Books are judged on the authenticity of their portrayal of a Middle Eastern subject, as well as on their characterization, plot, and appeal for the intended audience. (Awards are announced in November for books published during the period from January of the previous year through September of the current year.)
Eligible books are books for children and young adults that contribute meaningfully to an understanding of the Middle East. Award categories include picture books (for ages 3-8), literature for children or young adults, and reference books for children or young adults.Sponsor:
Middle East Outreach Council (MEOC) is the sponsor of the award. Established in 1981, it is a national nonprofit organization working to increase public knowledge about the peoples places, and cultures of the Middle East, including the Arab world, Israel, Iran, Turkey, and Afghanistan. MEOC is a national network of educators dedicated to disseminating apolitical and nonpartisan information, resources and activities furthering understanding about the Middle East.
While researching The Middle East Book Award, there were only four websites that had helpful information. The information on each website was similar both in information and word usage. Information on the selection committee qualifications could not be found on any website. An interesting fact is that the book winners have no recognition on the cover of the book or on the inside of the book. All the recognition for the Award Winning Books is on the website. Some of the books that won The Middle East Book Award also won other awards; those awards were mention as "An Award-Winning Book" or "An Award-Winning Author" inside of the book jackets.
Other websites that were used are:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/
http://www.outreachworld.org/article.asp?articleid=45
http://cmes.hmdc.harvard.edu/outreach/news/meoc_2006
Tuesday, October 2, 2007
Bronx Masquerade
I really liked this book. I think Nikki Grimes did a great job getting issues that are hard for students and people in general to talk about. There are several interesting quotes in this book. While reading this book, I had several questions and wanted to get people's thoughts on them.
Question 1: Do you think that the title "Bronx Masquerade" and Open Mike Fridays had any correlation with the idea of inclusion?
My personal thoughts are that a masquerade is where people hind behind costumes so others do not know who you are. Open Mike Fridays was a way for students to express opinions and not really be judge. So in ways, I think that Nikki was really smart with the title.
Question 2: Has to deal with the insider/outsider debate. One of the major debates for outsiders was the face that they can break down stereotypes on the inside group. Nikki Grimes is an insider to this group yet she still used stereotypes in a way to break them down. Which type of author would you use in your classroom based on that finding?
Question 1: Do you think that the title "Bronx Masquerade" and Open Mike Fridays had any correlation with the idea of inclusion?
My personal thoughts are that a masquerade is where people hind behind costumes so others do not know who you are. Open Mike Fridays was a way for students to express opinions and not really be judge. So in ways, I think that Nikki was really smart with the title.
Question 2: Has to deal with the insider/outsider debate. One of the major debates for outsiders was the face that they can break down stereotypes on the inside group. Nikki Grimes is an insider to this group yet she still used stereotypes in a way to break them down. Which type of author would you use in your classroom based on that finding?
Sunday, September 16, 2007
Insider or Outsider
While reading articles based on the topic of being an insider or outsider when writing literature, I kept coming back to a discussion we had in class about generalizations and stereotypes and how they are closely related. These thoughts, lead me to the thinking that when educating a classroom with diverse children's literature that it is best to have an insider of that group write it. The reasons for this are several.
- If a writer is an insider, they know personally how that group feels on a topic and will be able to depict the actual emotions and feelings toward the debate.
- The insider can also give the reader a sense of mental imagery, so the reader can visualize what is going on.
At the same time, it is hard to say that I would pick only literature that is from an insider because having a diversified collection of both insider and outsider works would break down the stereotypes and give more generalizations on a topic. Just because a person is an insider does not mean that they know everything that is going on in the culture. They could have a total opposite view and give the wrong depiction. An outsider can easily do years of research and write a factual book that would actually give truth to a group.
These topic of being an insider or outsider and writing multicultural literature is a tricky one because of these reasons. If I had to make a choice on what to include in my future classroom, I would include both types of writers because having books from both sources that have common truth emphasizes the point even more. Where if you have contradicting points, it would led to research and projects for the students to do.
- If a writer is an insider, they know personally how that group feels on a topic and will be able to depict the actual emotions and feelings toward the debate.
- The insider can also give the reader a sense of mental imagery, so the reader can visualize what is going on.
At the same time, it is hard to say that I would pick only literature that is from an insider because having a diversified collection of both insider and outsider works would break down the stereotypes and give more generalizations on a topic. Just because a person is an insider does not mean that they know everything that is going on in the culture. They could have a total opposite view and give the wrong depiction. An outsider can easily do years of research and write a factual book that would actually give truth to a group.
These topic of being an insider or outsider and writing multicultural literature is a tricky one because of these reasons. If I had to make a choice on what to include in my future classroom, I would include both types of writers because having books from both sources that have common truth emphasizes the point even more. Where if you have contradicting points, it would led to research and projects for the students to do.
Wednesday, August 29, 2007
Post #1
My name is Paula Wade and I am a junior at Michigan State University majoring in Special Education-Deaf Education with a focus in Language Arts.
I am interested in diverse literature because students are not always introduced to literature that focuses on religion, cultural differences/similarities, and races. As a future teacher, I want to have background knowledge of how to introduce and teach diverse literature to students. It is important that students have an understanding of cultures other than their own because in life students will meet people who are different from them everyday and they need to have an understanding and way to deal with differences and even a way to realize that even if we think there might be only differences that we are similar in ways too.
I am interested in exploring how different (diverse) books might be able to shape the idea of other cultures, religions, and lifestyles for children who might not necessarily have the opportunity to actually experience all the population groups in and outside the United States.
I am interested in diverse literature because students are not always introduced to literature that focuses on religion, cultural differences/similarities, and races. As a future teacher, I want to have background knowledge of how to introduce and teach diverse literature to students. It is important that students have an understanding of cultures other than their own because in life students will meet people who are different from them everyday and they need to have an understanding and way to deal with differences and even a way to realize that even if we think there might be only differences that we are similar in ways too.
I am interested in exploring how different (diverse) books might be able to shape the idea of other cultures, religions, and lifestyles for children who might not necessarily have the opportunity to actually experience all the population groups in and outside the United States.
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