BY LAUREN AIMONETTE LIANG & XENIA HADJIOANNOU
BY RAVEN N. CROMWELL
After a four-year hiatus, Marietta College in Marietta, Ohio brought back their summer reading camp in June of 2019. Summer Reading Camp was a three-week, half-day program, sponsored by Marietta College Education Department, designed to assist students in the development of improved reading abilities, oral and written communication skills, and positive attitudes toward reading. Children’s literature and hands-on experiences were the primary instructional tools and camp activities were based around the book The Wild Robot by Peter Brown. Camp was held on campus where students worked in small groups with undergraduate students and local teachers. Priority for camp was given to students who had been recommended for additional literacy instruction by their school.
Following our successful return, we decided to revamp our camp to make it even more appealing and helpful to our local families for 2020. We redesigned camp to be full-day in order to provide more reading instruction time and to make the schedule easier to manage for working families. We also expanded our focus to other content areas, renaming the program STREAM camp, which stands for Science, Technology, Reading, Engineering, Art, and Math. This new vision still included high interest books, activities, and reading instruction. However, students would also practice their reading skills and strategies in content-rich texts. Before we could implement STREAM camp, however, we were faced with the global pandemic.
This summer we once again had to place our in-person camp on hold due to the pandemic, and again provide Summer Reading Adventure Packs. Generous contributions from the local community have allowed us to provide 320 packs to local schools for 2021. Additionally, we are listing the selected books and accompanying activities on our website (mcstreamcamp.com) for parents and caregivers who did not receive a pack, but would like to provide this as an enrichment activity for their children. We also created a YouTube channel that features community members reading the books featured in the packs. It is our hope that the reading packs will inspire children to continue to read, explore, and create during the summer in order to be better prepared for their eventual return to the classroom.
“The thought of putting these activities together for students is amazing. This is allowing us as a college the opportunity to grow and reach out to the community. It is also helping students continue to grow and learn in a fun way over summer!”
—Hannah, a 2021 graduate, who is working on a pet-themed pack for grades K-1
“Did you know that there are robots all around and that you are using aspects of coding to complete everyday tasks? The fourth and fifth-grade students will build their own robot, practice simple coding through giving directions, and even develop their own code with Legos. Through the books and activities the students will get a behind-the-scenes look at the technology that makes up so much of our lives while they develop problem solving skills.”
—Elissa, a future graduate, who is working on a STEM-themed pack for grades 4-5
If you are interested in creating your own literacy packs, you should check out the wonderful resources provided by Reading Rockets. They have articles that include why these packs are important and how to create your own. They provide free, downloadable activities and list the companion books you can purchase on your own or check out from your local library. They even have a program called Start with a Book that allows you to explore titles and activities based around several high-interest, content-rich topics. This website also contains helpful hints and instructional videos for caregivers to nurture reading skills and reading motivation in children. We hope that in 2022 STREAM Camp will return to Marietta, improved by the lessons we learned during the pandemic.
Raven N. Cromwell works in the Education Department at Marietta College in Marietta, Ohio. Her research interests include diverse children’s literature and pre-service education. Raven is a member of CLA’s Ways and Means Committee.
By Patricia E. Bandré
Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does.”
For approximately four weeks this spring, fourth-grade students at Oakdale Elementary in Salina, Kansas read and discussed, We are the Ship: The Story of Negro League Baseball (Nelson, 2008) as part of a language arts unit. Students found the book highly engaging and the art extraordinary. Numerous discussions occurred as students read, wondered, and conducted research in order to learn more about Negro League players and team owners. Ideas in the book sparked a variety of emotions and prompted numerous conversations about how people treated one another then, how they treat one another today, and what it means to break barriers. When the unit concluded, teachers Joy Fox-Jensen and Mary Plott desired to capitalize on students’ enthusiasm for the book and their interest in sports. They wanted to introduce students to other African American athletes who had broken barriers and pursued their dreams.
In my role as the district reading instructional specialist, I worked with the teachers to plan and conduct a six-day mini-unit. We chose four books for our study: Above the Rim: How Elgin Baylor Changed Basketball (Bryant, 2020), Playing to Win: The Story of Althea Gibson (Deans, 2007), A Nation’s Hope: The Story of Boxing Legend Joe Louis (de la Peña, 2011), and Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman (Krull, 1996). We intentionally chose to introduce African American men and women who excelled in sports other than baseball and faced barriers in addition to those posed by race; poverty, illness, and physical disabilities provided further challenges for the athletes we selected. We also wanted students to experience a variety of writing styles and different types of illustrations. Finally, we wished to select athletes to whom the students could connect. We wanted them to see how these barrier-breaking athletes valued determination and perseverance, realized the importance of compassion, and understood how seemingly simple actions spoke louder than words. Our goal was to help the fourth graders begin to see how they could become barrier-breakers, too.
Because students demonstrated such a high level of interest in Kadir Nelson’s paintings when reading We are the Ship, we elected to begin the study with a short exploration of book design. I used information from the article Picturebooks as Aesthetic Objects (Sipe, 2001) to help frame our conversations. We are the Ship (Nelson, 2008), along with two classic picturebooks, Where the Wild Things Are (Sendak, 1963) and The Little House (Burton, 1942), served as models. After reading the two picturebooks aloud, we took a focused look at all three books. As part of our discussion, I prompted students to consider how the size and shape of a book might add to its meaning. Students contemplated the image on the dust jacket and cover of each book – were these images the same or different? Why? They looked closely at the endpapers and wondered about the significance of the colors and the images, if there were any. We considered the color palette each artist used and discussed how those colors suited the text and made them feel. Students noticed the different points of view Nelson employed in We are the Ship; individual players appeared to be larger than life, but in the team paintings, each member seemed equally significant. Students greatly admired Nelson’s full-bleed art, but also found the way Sendak (1963) placed frames around his illustrations in Where the Wild Things Are to be intriguing. Students were quick to notice how the size of the frames changed, disappeared, and reappeared as we watched the main character, Max, journey in and out of his imaginary world. Ultimately, this exploration created a heightened sense of awareness and resulted in careful observations, thoughtful questions, and insightful responses about the other books we read.
Over the next four sessions, students interacted with a new book each day. Each initial reading was conducted as a read-aloud or a combination of listening and partner reading. I purposely did not stop to talk about the book during its first reading. Rather, I wanted students to take in the language and art on their own in order to develop a first draft understanding (Barnhouse and Vinton, 2012). Following this process allowed them to come to their own conclusions about the athletes and the barriers faced without the influence of their peers. Instead of talking, students took two sticky notes and recorded one thing they noticed about the book and one fact they learned during the first read. Students shared their “Notice and Learn” notes with a shoulder partner and posted them for others to read. Next, we dove back into each book and revisited specific passages in order to explore the way the authors used language to provide clues as to the personality of each athlete. An organizer modeled after the Reading with Attitude protocol (Buehl, 2014) assisted to facilitate our conversations. As students reread certain passages from each book, they contemplated the athlete’s and author’s emotions and shared how the text made them feel as the reader. Discussions ensued about the language in the text and how it prompted them to infer the presence of these emotions. Additionally, students made specific references to the art in each book and how it affected their response. As students met each new athlete, the comments they shared made it clear that they realized the athletes were different from one another, but connected by common threads
Barnhouse, D., & Vinton, V. (2012). What readers really do: Teaching the process of meaning making. Portsmouth, NH: Heinemann.
Buehl, D. (2014). Classroom strategies for interactive learning, (4th ed.). International Reading
Association: Newark, DE.
Sipe, L. R. (2001). Picturebooks as aesthetic objects. Literacy Teaching and Learning, 6(1), 23-42.
Bryant, J. (2020). Above the rim: How Elgin Baylor changed basketball. Illus. by F. Morrison. Abrams
Books for Young Readers: New York, NY.
Burton, V. L. (1942). The little house. Boston, MA: Houghton Mifflin Company.
Deans, K. (2007). Playing to win: The story of Althea Gibson. Illus. by E. Brown. Holiday House:
New York, NY.
de la Peña, M. (2011). A nation’s hope: The story of boxing legend Joe Louis. Illus. by K. Nelson. Dial Books for Young Readers: New York, NY.
Krull, K. (1996). Wilma unlimited: How Wilma Rudolph became the world’s fastest woman. Illus. by D. Diaz. Houghton Mifflin Harcourt: Boston, MA.
Sendak, M. (1963). Where the wild things are. HarperCollins Publishers: New York, NY.
Patricia E. Bandré, Ph.D., is the reading instructional specialist for USD 305 Public Schools, Salina, KS and serves as treasurer for CLA.
Joy Fox-Jensen and Mary Plott are fourth grade teachers at Oakdale Elementary School, USD 305 Public Schools, Salina, KS.
We wish to thank the Salina Education Foundation for funding this project.
By Donna Sabis-Burns and Amina Chaudhri, on behalf of The Biography Clearinghouse
Literary and Figurative Language
Jen Bryant wrote Above the Rim in prose verse - a form of writing that does not use a rhyme scheme or rhythm but is formatted to look distinctive on the page, and makes use of word and line spacing to create an effect. The reader must carefully follow the punctuation in order to read prose verse fluently rather than pausing at the end of each line. This form also allows the writer to isolate particular sentences, placing them on lines of their own, which can serve to call attention to them. Bryant does a beautiful job in capturing the rich emotion of Elgin Baylor through careful word choice and line spacing.
In her interview, Jen Bryant frames her work as a writer with a quote from the poet, Nikki Giovanni: "Writers don't write from experience, they write from empathy." She adds that she hopes her readers will empathize with Elgin Baylor and understand him in the context of his environment. Above the Rim characterizes Elgin as persistent, humble, brave, and more and as such, can be used to teach about character traits using text evidence.
Donna Sabis-Burns, Ph.D., an enrolled citizen of the Upper Mohawk-Turtle Clan, is a Group Leader in the Office of Indian Education at the U.S. Department of Education* in Washington, D.C. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the 2021 CLA Breakfast meeting (NCTE), and Co-Chair of the Diversity, Equity and Inclusivity Committee at CLA.
Amina Chaudhri is an associate professor at Northeastern Illinois University in Chicago, where she teaches courses in children's literature, literacy, and social studies. She is a reviewer for Booklist and a former committee member of NCTE's Orbis Pictus Award for Outstanding Nonfiction for Children.
*The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred.
BY EUN YOUNG YEOM
Using YAL to include emergent bilinguals’ voices
Reading young adult literature (YAL) can be very beneficial for secondary-level students and can operate as a powerful context for discussing complex social issues relevant to students’ lives and current society. Reading and discussing YAL can expand students’ horizons and their conceptions of themselves. The benefits of reading and discussing YAL could also be applied to English learning emergent bilingual adolescents. Recent studies show that leveraging emergent bilinguals’ heritage languages as a scaffold can support English development. However, few educators and researchers discuss how secondary-level emergent bilinguals make sense of the world through reading and discussing YAL written in English, how responding to YAL can be a medium to amplify their voices, and how their heritage languages could be a steppingstone for them to immerse themselves into YAL texts.
In many U.S. classrooms that are often dominated by standard English, emergent bilingual adolescents’ perspectives toward YAL and their conceptions of the world can easily be dismissed. One core reason could be that emergent bilinguals’ written and oral utterances, often expressed through developing English mixed with their heritage languages, might look different from standard English expression. However, emergent bilinguals make sense of the world through intermingling their heritage languages and English, a process called translanguaging. Using heritage languages can serve as a bridge for emergent bilinguals to make meaning of YAL texts written in English because translanguaging is a natural way in which bilinguals engage with the world. Through this lens, emergent bilinguals are seen as capable meaning makers with diverse cultural and linguistic repertoires, not as English learners with limited English proficiency who cannot form proper English sentences.
Classroom language policy matters
Taking advantage of their heritage languages for discussing YAL can open doors for emergent bilingual students to express their opinions easily, and to access their lived experiences and cultural values in relation to the YAL texts they are reading and discussing. For secondary ELA classrooms where many YAL texts are incorporated, allowing emergent bilingual students use of their heritage languages could be a first step toward including more of their voices in discussions. For written responses, opening translanguaging spaces for intermixing heritage languages and English could be another way to honor bilingual students' cultural and linguistic resources and expand their expression options. Ultimately, teachers’ efforts to create a more linguistically inclusive classroom environment can support emergent bilingual students’ active involvement in YAL reading and discussions and can enrich the breadth of ideas and interpretations made available to the classroom community. Teachers’ modeling of blending two languages to make meaning could also reap benefits.
Integrating culturally relevant YAL also matters
In addition to efforts toward linguistic inclusiveness through translanguaging practices, incorporating culturally relevant YAL is equally important. If emergent bilingual students have to sit in a classroom reading a novel written in a second language they have started learning, text analysis will take tremendous energy. If they also have to discuss the novel in the foreign language, they may not be able to fully express their thoughts and feelings, even when formulating insightful ideas in their heads. To make matters worse, if the novel is irrelevant to their lives and cultures, the hardship comes in a combo plate. Incorporating YAL texts that are relevant to emergent bilinguals’ lives is one of the choices teachers can make for emergent bilinguals to feel more included by seeing themselves in the stories they are reading.
Emergent bilingual adolescents, who may feel marginalized due to languages, race, and their status as immigrants or refugees, need school to be a space where they feel valued and validated. They are an important part of the colorful fabric of U.S. classrooms, which have increasingly become linguistically diverse. By respecting emergent bilingual adolescents’ bilingual repertoires and honoring their cultural identities through culturally relevant YAL, ELA classrooms can become a welcoming, empowering space for emergent bilingual adolescents to express their feelings, thoughts, and perspectives.
Translanguaging Guides | CUNY-NYSIEB
Recommended sites for finding culturally relevant YAL for emergent bilingual adolescents
Immigration and refugee experiences:
Asian immigrant experiences:
Latinx immigrant experiences
African immigrant experiences:
YAL about immigrants from the Middle East or Middle Eastern characters:
Eun Young Yeom was an in-service middle/high school English teacher in South Korea for 12 years, and is a doctoral student in the Department of Language and Literacy Education at the University of Georgia. Her research revolves around transnational emergent bilinguals’ language practices and their responses to young adult literature.
Conducting a Writing Cohort with the Support of the Bonnie Campbell Hill Award
BY KATIE SCHRODT
CLA Blog: Knowledge is Power: Mirrors, Windows, and Sliding Glass Doors
BY MELISSA ANTINOFF
I was honored to be named one of the 2020 Bonnie Campbell Hill National Literacy Leader Award recipients. My project was to continue my equity work as a literacy leader. It is imperative that every classroom in every school district has books with BIPOC characters by BIPOC authors. Students need to see themselves in books (like a mirror) and see the rest of the world as well (like looking out a window). Books are the perfect gateway for this (like a sliding glass door that automatically opens and invites you in).
While I have learned so much from the conferences I have attended so far this year, the most important piece of knowledge I’ve gained is that my equity work has spread from my school to my community. I now have language to teach my friends and family how to advocate for BIPOC and LGBTQ+ communities. Recently, the fervor over Dr. Seuss Enterprises no longer publishing 6 books with racist imagery was all over my social media feeds. I was shocked and disappointed by friends that thought the company was “going overboard.” One friend even said, “If you don’t like it, don’t buy it.”
I replied with pictures of the offensive illustrations by Seuss, explaining why those 6 books were no longer going to be published. I used the analogy of windows. mirrors, and sliding glass doors to explain how none of those pictures have a place in our society. As librarian Leslie Edwards said, “A book published in 1937 with images that are considered racist by the group publishing the book...doesn't have a place in an elementary classroom or school library in 2021. Nostalgia isn't a reason for keeping a book. In schools and school libraries, the collection should reflect diverse viewpoints in an age- and developmentally appropriate manner. These diverse viewpoints should not demean or diminish others.”
Some of my colleagues refuse to even touch the subject of racism and prejudice with their students, much less have diverse books in their classroom libraries. Last year, when I used our language arts budget for diverse books for each of my grade level’s classroom libraries, a colleague told me that the money was better spent on other materials. After attending my workshop on Culturally Responsive Teaching Through Diverse Literature, she changed her mind. She now could now understand the importance of a diverse library and how it will help her reach all of her students.
I recently read aloud Lailah’s Luncbox, by Reem Faruqi. It’s a book about a girl fasting for Ramadan. I have a Muslim student in my third grade class that fasts. The other students now have an appreciation for her culture and she was so happy to share her knowledge with her classmates. Mirrors, windows, and sliding glass doors.
With all of this professional and personal development, I now have the language and knowledge to change people’s minds. My students, colleagues, and community do, too.
Katie Schrodt is a professor of literacy at Middle Tennessee State University where she works with pre-service and serving teachers. Katie’s research interests include reading and writing motivation with young children. She is one of the 2020 Bonnie Campbell Hill Award recipients.
Melissa Antinoff is the 2019 Burlington County Teacher of the Year. She has been an elementary educator since 1992. Melissa specializes in developing a love of reading in her students.
Planting Seeds for Professional Involvement with Bonnie Campbell Hill
BY KATHRYN WILL
Winning the 2018 Bonnie Campbell Hill National Literacy Leader Award for my clinical work with preservice teachers in our local schools allowed me to support the attendance of two university students, Emily and Allicia, at the 2018 NCTE conference in Houston. They were astounded by the warm welcome they received at the CLA breakfast that year, the sessions they attended, and of course the free books signed by authors. To say they were gobsmacked would be accurate. Upon our return from the conference, they shared their experience in a student gathering on campus with others where it was well received and created a buzz in the teacher education program for quite a time afterwards. They graduated in the Spring of 2019, accepting their first teaching positions in nearby schools. Because of the positive experience they had at the 2018 conference, they attended NCTE 2019 in Baltimore as seasoned conference attendees, focusing in on their current classroom needs and of course gathering books for their classroom libraries.
After starting a YA book club in the summer of 2019, we continued to meet together virtually throughout the pandemic--sometimes for our book club that grew out of the initial NCTE experience, and other times to navigate classroom or learner challenges. When we met a few weeks ago, I asked them about the initial experience of attending NCTE with me. Emily commented that the experience opened her eyes to the importance of making connections within the profession at a national level. Allicia added that she never would have considered going to something like NCTE if she had not gone with me. It made her dream bigger as a teacher and as a person. They both agreed they will attend again. I am so grateful that winning this award allowed me to plant and nurture the seeds of professional involvement for these teachers in the early stages of their careers. I hope there are opportunities for me to continue this in the future with other preservice teachers.
Catching Up with Quintin: A Bonnie Campbell Hill Literacy Leader Award Update
BY QUINTIN BOSTIC
When he won the award in 2018, Quintin was preparing to teach his first course in elementary writing instruction for undergraduate preservice teachers. Although his time in the Ph.D. program is coming to an end, the doors to opportunities are just beginning to open. Shortly after receiving the Bonnie Campbell Hill Literacy Leader Award, Quintin began to implement his PLC series. The 3-day series supported teacher trainers and teachers in using various strategies to have critical conversations with students through picture books in their classrooms. The professional development program addressed topics like #BlackLivesMatter, LGBTQIA+ families, multilingualism, varying abilities, and more. Attendees of the professional development supported students from preschool to third grade in an inner-city school district in Atlanta, Georgia. A major highlight from the project was that because it was so well received, the project was further funded through a local agency for the continued support of teachers in the local area. Through the Bonnie Campbell Hill Literacy Leader Award, not only was Quintin able to implement the PLC series, but he was also able to attend the annual convention of the National Council of Teachers of English (NCTE) in Houston, Texas in 2018, attend the Children’s Literature Assembly’s breakfast, and attend the all-attendee event that featured author Sharon Draper. Because of the award, Quintin has gained a platform that has helped him to continue to advance in his academic career.
Quintin is currently wrapping up his Ph.D. in Early Childhood and Elementary Education at Georgia State University. His research focuses on how race, racism, and power are communicated through the text and visual imagery in children’s picturebooks. Additionally, in 2020, Quintin was named co-chair of the National Association for Professional Development Schools (NAPDS) Anti-Racism Committee. The association – which provides professional development, advocacy, and support for school-university partnerships – first established the Anti-Racism Committee in response to racial violence in 2020. As co-chair, Bostic will work to foster a culture of equity and inclusion within the association, and in the communities it supports; create and implement anti-racist policies, practices, and systems; and recommend and implement tools and approaches for continued reflection and progress. “Our goal is to address racism by providing teachers and community partners with the necessary resources to do so,” Bostic said. “These resources vary, ranging from trainings to resources, that can help challenge and overcome racist ideologies that are embedded throughout society.” He also just started a new career with Teaching Lab, in which is serves as a Partnerships Manager.
Quintin is beyond thankful to Bonnie Campbell Hill, her family, the Children’s Literature Assembly, and everyone who makes this award possible. “There are so many people, like me, who would have never had the opportunity to have so many experiences without the support, love and care of people like the Bonnie Campbell Hill Award family. I am so appreciative, and I look forward to seeing what amazing things will come out of this award in the future.”
Kathryn Will is an Assistant Professor of Literacy at the University of Maine Farmington (@KWsLitCrew). She is passionate about sharing the power of children's literature with her students. She is one of the 2018 Bonnie Campbell Hill Award recipients, a member of the 2019 Notables Committee, and current chair of the Notables Committee.
Quintin Bostic is a Ph.D. Candidate at Georgia State University. He is also Partnerships Manager at Teaching Lab and co-Chair of the NAPDS Antiracism Committee. His personal website is https://drquintinbostic.com.
Check out our April 6 Post about the Bonnie Campbell Hill Literacy Leader award and look out for another award recipient update post next week. If you are interested in applying for this year's award, visit the Bonnie Campbell Hill Literacy Leader Award page for the application details.
A Partnership of Poetry and Politics: Carole Boston Weatherford’s Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement
BY JENNIFER M. GRAFF & JOYCE BALCOS BUTLER, ON BEHALF OF THE BIOGRAPHY CLEARINGHOUSE
Our current celebration of poetry as a powerful cultural artifact and the national dialogue about voting rights generated by the introduction of 300+ legislative voting-restriction and 800+ voting-expansion bills in 47 states have inspired a rereading of the evocative, award-winning picturebook biography, Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement. Written by Carole Boston Weatherford, illustrated by Ekua Holmes, and published by Candlewick Press in 2015, Voice of Freedom offers a vivid portrait of the life and legacy of civil rights activist, Fannie Lou Hamer. Her famous statement, “All my life I’ve been sick and tired. Now I’m sick and tired of being sick and tired” (p.18) serves as a testimonial to the psychological and physiological effects of the injustices and violence inflicted upon Hamer and other Black community members in Mississippi. Additionally, Hamer’s statement signifies her tenacity, conviction, and unwavering fight for voting rights, congressional representation, and other critical components of racial equality until her death in 1977.
Below we feature one of two time-gradated teaching recommendations included in the Create section of the Voice of Freedom book entry.
Youth As Agents of Change in Local Communities
Weatherford begins Voice of Freedom with Hamer’s own words: “The truest thing that we have in this country at this time is little children . . . . If they think you’ve made a mistake, kids speak out.” Pairing Hamer’s advocacy detailed in Voice of Freedom with contemporary youth activists, guide students in their exploration of how they can (or continue to) be agents of change in their communities.
To see more classroom possibilities and helpful resources connected to Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement, visit the Book Entry at The Biography Clearinghouse. Additionally, we’d love to hear how the interview and these ideas inspired you. Email us at firstname.lastname@example.org with your connections, creations, and questions.
Jennifer M. Graff is an Associate Professor in the Department of Language and Literacy Education at the University of Georgia where her scholarship focuses on diverse children’s literature and early childhood literacy practices. She is a former committee member of NCTE’s Orbis Pictus Award for Outstanding Nonfiction K-8, and has served in multiple leadership roles throughout her 15+ year CLA membership.
Joyce Balcos Butler is a fifth-grade teacher in Winder, Georgia, where she focuses on implementing social justice learning through content areas. She is a National Writing Project Teacher Consultant, a Red Clay Writing Fellow at the University of Georgia, and a member of CLA.
BY NANCY J. JOHNSON
Whether face-to-face, virtual, or hybrid, there is no doubt this past year has tested your teaching in ways that defy imagination. We salute your knowledge, creativity, innovative pedagogy, and re-imagining of resources as you've keep literacy learning at the heart of your students' lives. And now it's time to channel your hopes and dreams as a teacher of readers and writers by applying for the 2021 Bonnie Campbell Hill National Literacy Leader Award.
Who is Bonnie Campbell Hill and what is this award?
Bonnie Campbell Hill was teacher, literacy leader, reader and writer, and a good friend of CLA. She was also an internationally known educational consultant specializing in literacy instruction and assessment. Bonnie worked extensively with individual schools and school districts, mentoring teachers around the world, and collaborating with them at state, national, and international conferences. Her teaching and writing (including nine books and numerous articles) centered around literature circles, writing instruction, classroom-based assessment, developmental continuums, portfolios, and student-led conferences. Following a cancer diagnosis in 2010, Bonnie dreamed of opportunities to continue her commitment and fierce advocacy for teachers as literacy leaders. That fall, she gathered family, friends, and colleagues to help launch Bonnie's Big Idea, a project that has continued to maintain her literacy legacy. The Bonnie Campbell Hill National Literacy Leader Award is a direct outgrowth of Bonnie's Big Idea. It recognizes two literacy leaders each year, and is generously funded by Dr. Hill's family. Over the past ten years, CLA has been grateful to serve as the home for this award.
What does this award mean for you?
This award recognizes your role as a literacy leader and provides funding ($2,500 plus $125 in professional materials published by Heinemann) to support your own big literacy-related ideas. We recognize the unprecedented challenges you've faced as a literacy leader, whether in your classroom (virtual and in-person), your school, or even your greater educational community. Now it's time to dream about -- and create -- opportunities that turn your challenges, your questions, your professional needs, even your hopes and dreams into reality. You can do that through a Bonnie Campbell Hill National Literacy Leader Award.
What goes into your application? How do you apply?
Start with your own big ideas about literacy learning/teaching and professional development. If you were granted $2,500, how could you use that money to support your work as a literacy leader for grades K-8? Your application must include a proposed plan, a budget, your resume or vita, and a letter of support from a supervisor. A professional development proposal could focus on attending a workshop, class, or conference on your own or with colleagues. You might even take advantage of online classes, conferences, and events. Without having to budget for travel, you could create a dynamic proposal with enough funds to support an entire team of colleagues learning together! Perhaps you've always wanted to sponsor a professional book study or you've dreamed of doing some mentoring in your school or community. Now is the time to pursue those plans. Don't worry if your proposal includes events that eventually get cancelled (i.e. attendance at an in-person conference). Go ahead and propose plans as if they will happen. Then, if the event is cancelled, you can use the funds for the following year, or even apply them to a virtual event. In light of ongoing pandemic-related unknowns, we're offering some flexibility in how (and when) you use the award monies. Be creative as you dream up your proposal, but be sure to use the award requirements to prepare your application. These include: membership in both NCTE and CLA and submission of all application materials no later than August 15, 2021. The BCH National Literacy Leader Award application is available here (with further information on the CLA website).
If you're unsure whether you and your ideas are award-worthy, you might find it valuable to "meet" some of the prior BCH Award recipients and learn about their proposals. In addition, keep your eyes open for blog post from past recipients in the coming weeks.
Feel free to send questions (and eventually your proposal) to Nancy Johnson at njjohnson0303@gmail. Remember, applications are due by August 15th.
Nancy J. Johnson is a Professor Emeritus of Children's/Young Adult Literature and English Education at Western Washington University. She is the Bonnie Campbell Hill Award Committee Chair for CLA.
BY JEANNE GILLIAM FAIN ON BEHALF OF THE NCBLA 2021 COMMITTEE
The NCBLA 2021 committee has the following charge as a committee:
The charge of the seven-member national committee is to select 30 books that best exemplify the criteria established for the Notables Award. Books considered for this annual list are works of fiction, nonfiction, and poetry written for children, grades K-8. The books selected for the list must meet the following criteria:
1. be published the year preceding the award year (i.e. books published in 2021 are considered for the 2020 list);
2. have an appealing format;
3. be of enduring quality;
4. meet generally accepted criteria of quality for the genre in which they are written;
5. meet one or more of the following criteria:
Books transport us into new places and sometimes take us out of the craziness of the world. This was one of those years where we experienced unexpected challenges. I led this committee as we navigated some of the real challenges of the pandemic. To be perfectly honest, in September when we didn’t have the normal number of books, I panicked.
I am truly thankful for this thoughtful committee that continually encouraged me to keep going as I contacted publishers in hopes of obtaining more physical copies of books. Many publishers returned from turbulent times and physical copies of books were difficult to obtain. However, as a committee member, it’s just easier to dig deeper with a text when you have a physical copy in front of you. Thankfully, publishers started returning to sending physical copies of books at the end of January and in February. We continue to be so thankful for the support many publishers extended to us as they worked diligently to send our committee books. However, that meant, that we had to read on a rigorous schedule and we often had to meet more than twice a month in order to have critical conversations around the literature.
Here’s a figure that highlights our process as a committee:
Recurrent Themes from the 2021 NCBLA List
Some of the 2021 NCBLA Books
Jeanne Gilliam Fain is s a professor at Lipscomb University in Nashville, Tennessee and Chair of the 2021 Notables Committee.
2021 Notable Children's Books in the Language Arts Selection Committee Members