BY GRACE ENRIQUEZ & DENISE DÁVILA
In the emergency shift to remote learning, educators and parents sought and found a plethora of video read-alouds and digital libraries of children’s books. This heartened us, as these resources offered access to reading material that many children wouldn’t be able to obtain otherwise.
Now that the school year is winding down, and the initial rush to cobble together online books has abated, we take a moment to reflect on the range of online books and resources available for children. Specifically, as educators committed to social justice, we wondered where we could turn to (a) continue sharing children’s literature with our students to support our goals of diversity, inclusion, and equity, and (b) learn more about recently published youth literature created by and for members of minoritized groups. It wasn’t surprising that what is currently available online reflects the massive gap in books about, for, and by diverse communities and underscores the greater need for more diverse books for children overall. In an attempt to close that gap and promote understanding about why diverse books matter--especially now during this global pandemic and in light of the systemic racism, police brutality, and health disparities that our country is currently facing--we have curated a list of online professional guides, blogs, conversations, and other resources. WEBSITES, BLOGS, & PODCASTS - IN ALPHABETICAL ORDER
Grace Enriquez is a Professor of Language and Literacy at Lesley University and a past recipient of the CLA Research Award.
Denise Dávila is an Assistant Professor of Language and Literacy Studies at the University of Texas, Austin and a CLA member.
Image by Gerd Altmann from Pixabay
BY MARY KATE SABLESKI & JACKIE ARNOLD Why is this happening? What will happen next? When will this be over? Children and adults alike are asking these questions right now. But no one has certain answers. And keeping consistency and calm in place for our young people amidst constantly changing news is a challenge. Sharing a story can be a helpful hand for parents to help children process the closures and mandates that we are all struggling to understand. In this blog post, we share four books to read with children during these uncertain times.
All four of these books can be found on YouTube in a read aloud format. So, snuggle up with your loved ones, share a story, and, possibly, feel just a bit better about these uncertain times. Mary Kate Sableski and Jackie Arnold are CLA Board Members and Master Class 2020 Co-Chairs. Previously published in the Dayton Daily News (March 30, 2020)
BY KATHRYN CAPRINO
Teachers have been thinking about how to incorporate mindfulness into the elementary school classroom for a bit now. During the fall semester, I completed a study about how children’s picture books that featured mindfulness affected preservice teachers’ mindfulness and how they were thinking about incorporating mindfulness into their classrooms.
And the recent global pandemic has only underscored the importance of having children’s picture books that feature mindfulness. We, as parents, teachers, and teacher educators, need them for ourselves. And we need them for our students. In this post, I share a few contemporary picture books that feature mindfulness elements, and include electronic resources that complement each book - perfect during this time of remote learning. It is my hope that these titles might help us all get through these trying times and propel us into a more mindful approach to what normal looks like on the other side of all this.
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Quick side note: I had the opportunity of seeing a traveling Carle exhibit in Norfolk, Virginia, last summer. With pieces from The Eric Carle Museum of Picture Book Art , the exhibit provided visitors with an opportunity to learn more about Carle’s artistic process and to see some of the most iconic images from his books. One of my favorites was one of his owls! I encourage all of you to visit the museum once things return to normal. You can ask your students to take a virtual tour of the museum.
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Tomie dePaola's Quiet
Tomie dePaola’s passing in March was upsetting to so many of us. His Quiet has a poignant message for all (both during the quarantine and after): “Let’s not be so busy.” Taking readers along on a walk with a grandfather and his grandchildren, Quiet begs us to contemplate and admire birds, dragonflies, and other natural elements that we see. This book could inspire many walks with the intention of finding objects or creatures that amaze. If you want to hear Tomie dePaola talk about what he wants readers to gain from Quiet, you can view the video below.
Susan Verde and Peter H. Reynolds' I am Peace: A Book of Mindfulness
This book starts with a young person feeling as though they are on a boat without an anchor. The book then shows how one can breathe and take actions to reach a sense of peace that can then be shared with others. The gorgeous, colorful illustrations complement the calming text, perfect for a read-aloud. If you want to hear Susan Verde read her book or have your students engage with it during this time of remote learning, you can watch the video below.
Mariam Gates' Good Morning Yoga
This is the perfect book to start out the day! Clear, kid-friendly directions and colorful illustrations help young children - and adults - progress through a series of yoga poses. If you want to hear Mariam Gates read her book or have your students and their parents engage with it during this time of remote learning, view the video below.
Kira Willey and Anni Betts' Breathe Like a Bear
Kira Willey and Anni Betts’ Breathe Like a Bear offers thirty exercises for kids, including breathing like a bear, pretending to hold a cup of hot chocolate, and stretching like a kitty cat. Breathe Like a Bear is broken up into five major sections: Be calm, focus, imagine, make some energy, and relax. The way the book is arranged makes it perfect for those moments when you just want a short, poignant mindfulness activity. Kira Wiley’s website offers information for free and fee-based yoga events for children.
It is my hope that these five titles will be added to your physical or electronic libraries, especially during this time when it seems that all of us could benefit from mindfulness practice.
Want to hear a little about my process for selecting texts? My recommendations are informed by Shapiro, Carlson, Astin, & Freedman’s (2006) three mindfulness axioms: intention, attention, and attitude.
- Intention relates to having a personal vision.
- Attention relates to focusing on moments in our lives.
- And attitude relates to the approach one takes to attention.
Reference
Shapiro, S. L. Carlson, L. E., Astin, J.A., & Freedman, B. (2006). Mechanisms of mindfulness.
Journal of Clinical Psychology, 62(3), 373-388.
Shapiro, S. L. Carlson, L. E., Astin, J.A., & Freedman, B. (2006). Mechanisms of mindfulness.
Journal of Clinical Psychology, 62(3), 373-388.
Kathryn Caprino is a CLA member and is an Assistant Professor of PK-12 New Literacies at Elizabethtown College. She blogs frequently at Katie Reviews Books
(Re)Connecting & Staying Connected: Sharing Our Lives Through Family Stories & Oral Storytelling
5/21/2020
BY SELENA E. VAN HORN
Some of the most beautiful stories will not come from books but from the voices of our families and communities. Oral storytelling and oral histories are passed from generation to generation, told during times of struggle and celebration. Many of our cultural, linguistic, religious, and community identities are shared through these stories. Below are a few picturebooks where authors have shared the crafts and values of oral storytelling.
Connecting with Picturebooks
Mark Gonzales’ Yo Soy Muslim
“Dear little one,
…know you are wondrous. A child of crescent moons, a builder of mosques, a descendant of brilliance, an ancestor in training.”
This story is written as a letter from a father to a daughter celebrating their shared multiple, intersecting identities of race, language, and religion. He passes on his teaching and pride so that it will multiply for generations.
Dan Yaccarino reads All the Way to America: The Story of a Big Italian Family and a Little Shovel
“Work hard...and remember to enjoy life…
And never forget your family”
Yaccarino tells his family’s history from his great-grandfather to his own children through the passing of a family heirloom (a little shovel). He shares the value of family relationships (near and far) and treasuring the little things in life.
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Jacqueline Woodson’s The Day You Begin
inspired by a poem in her book Brown Girl Dreaming
“There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it.”
Woodson shares how the very things that may make us feel different are the things that make us special. While in some locations or groups we may be individual in our identities and traditions, in other spaces and groups, we may share how we look or talk, where we are from and/or what we eat. It is through our shared histories/storytelling that we learn the values of our families’/communities’ journeys and gain strength in sharing with others. When this happens and we decide to share, it is “The Day You Begin…”
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Recording and Transcribing Oral Stories
After sharing the above mentor texts on oral storytelling/histories, teachers can invite young storytellers to engage in their own oral history/storytelling projects. Some examples might include:
Oral histories/stories can be recorded and transcribed for multiple listening/reading opportunities. They can be shared with their teacher/class and shared with family/community as a treasure. Students might also consider starting their own podcast and/or oral journaling. Below are a few tools that offer free recording and transcription.
- Students interviewing family members about their shared traditions and/or histories
- Students recording a podcast with their siblings about a shared memory they have
- Students engaged in an individual oral storytelling of their choosing
Oral histories/stories can be recorded and transcribed for multiple listening/reading opportunities. They can be shared with their teacher/class and shared with family/community as a treasure. Students might also consider starting their own podcast and/or oral journaling. Below are a few tools that offer free recording and transcription.
Zoom for Education
Zoom is removing the 40 minute time limit on their Basic Free Account for K-12 schools affected by the COVID-19. This includes the ability to record and transcribe zoom sessions with lessons to allow students to learn how at their own pace.
Otter.ai
The Basic, free account syncs with Zoom cloud recordings and allows up to 600 minutes (recording and transcription) for free (max. 40 min. sessions) each month.
Voice Memo App by Apple
This free app for iPhone, iPad, iPod Touch, or Mac allows you to record, edit, and share recordings; however, it does not offer transcription capabilities.
Recording oral stories can be a documentation of a moment in time and/or an on-going form of reflection and connection. For teachers and parents interested in oral stories, check out the StoryCorps Podcast.
Selena E. Van Horn is a CLA/IDE Committee Member.
BY EVELYN B. FREEMAN
 USBBY Logo from https://www.usbby.org/ | The Outstanding International Books List (OIB) is a wonderful resource for international children's and young adult books. Sponsored by The United States Board on Books for Young People (USBBY) annually since 2006, the OIB highlights excellence in books originally published outside of the United States and subsequently published in the U.S., as well as books published in another country that are regularly distributed in the U.S. Typically 39-42 books are named on the award list appropriate for grades preK-12. An article about the list appears in the February issue of School Library Journal. For information about the lists, a downloadable bookmark for each of the lists, and link to the SLJ articles, visit the OIB webpage. |
International books open the world to your students. During this time when children everywhere are experiencing the global pandemic, sharing and experiencing stories across cultures help guide young readers towards realizing the similarities that unite us while recognizing and valuing our unique differences.
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When I served on the 2019 Outstanding International Books Committee, one book on the list was Farmer Falgu Goes to the Market by Chitra Soundar and illustrated by Kanika Nair (Karadi Tales, 2014; first U.S. printing 2018). Set in India, this humorous picture book recounts the disastrous trip Farmer Falgu makes to market with his oxen-pulled cart laden with food. Descriptive language introduces children to onomatopoeia. Farmer Falgu’s resourcefulness in turning his ruined cargo of goods into delicious omelets is a clever take on the moral: how to make lemonade out of lemons. With bold, vivid illustrations, this positive, upbeat, and funny story would be a joyful book to read aloud online to children.
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By Chitra Soundar & Kanika Nair, Publisher: Karadi Tales
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Deanna Day-Wiff, a member of the 2020 OIB Committee, who teaches at Washington State University-Vancouver Campus, has shared books with her teacher education students. Deanna describes examples of how she used two of the books from the 2020 list.
Deanna writes:
Deanna writes:
By Wendy Meddour & Daniel Egnéus, Publisher: Dial Books
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Lubna and Pebble by Wendy Meddour and illustrated by Daniel Egnéus (Dial, 2019) is a beautiful picture book for primary and intermediate grades. The first page says, “Lubna’s best friend was a pebble. It was shiny and smooth and gray.” The illustrations depict Lubna’s huge eyes admiring her small pebble. All children will be able to relate to caring for an object—maybe a blanket or stuffed animal. Lubna found her pebble on the beach the night her family arrived at the world of tents. I used this particular book to demonstrate how to make connections and discuss visual literacy because all of the elements of art are easily found in the bright and colorful illustrations from texture, color, lines, perspective, and more. |
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A Sky Without Lines by Krystia Basil and Illustrated by Laura Borràs (minedition, 2019) is about a family that is separated by a border. Arturo and his mother live on one side and his father and brother live on the other side. The brothers dream about seeing and playing with each other again but the border makes this impossible. I used this picture book to demonstrate how to ask questions while reading, “Why do fences exist between countries?” “How do families who live between countries visit and see each other?” “Are there other types of fences, lines or borders?” |
By Krystia Basil & Laura Borràs, Publisher: minedition
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USBBY is an organization devoted to building bridges of international understanding through children’s and young adult books. It serves as the U.S. national section of the International Board on Books for Young People, with headquarters in Basel, Switzerland. The National Council of Teachers of English is a patron organization of USBBY and appoints two NCTE members, who are usually active members of CLA, to the USBBY Board. To learn more about the organizition, visit USBBY's website.
Evelyn B. Freeman is Professor Emerita at The Ohio State University and a former CLA President.
BY ASHLEY A. ATKINSON
As we enter another week of sheltering in place and remote learning, it is clear that COVID19 will continue to impact our educational practices for the foreseeable future. As I talk to friends and colleagues still in the classroom, they share some beautiful moments of success that should be celebrated. However, I also hear stories highlighting the difficulty of continuing to maintain student engagement. During this time of stress on a global level, we, as educators, have to reach deep into our toolboxes to find new ways to engage with our students and their families.
One silver lining that has stemmed from COVID19 is the influx of resources provided by authors and illustrators to assist parents and teachers in engaging with literacy learning at home. I have seen several blog posts, including Lora M. Dewalt's Post on this blog @Instagram’s #KidLit Community, that highlight amazing opportunities to engage with authors. In today’s post, I am going to focus on the illustrators.
Visual images are an important aspect of meaning making for young children. Often in the classroom, we focus on the words authors pen and less on ways in which the illustrator is a crucial part of the story. Larry Sipe in his book, Storytime: Young Children's Literary Understanding in the Classroom, highlighted the interplay and interconnectedness between images and text, what he called synergy. The synergistic relationship of illustrations and text makes clear the greater impact when viewed together. Giving students a chance to engage and create both text and illustrations honors this relationship and expands the possibilities for how children make meaning.
One silver lining that has stemmed from COVID19 is the influx of resources provided by authors and illustrators to assist parents and teachers in engaging with literacy learning at home. I have seen several blog posts, including Lora M. Dewalt's Post on this blog @Instagram’s #KidLit Community, that highlight amazing opportunities to engage with authors. In today’s post, I am going to focus on the illustrators.
Visual images are an important aspect of meaning making for young children. Often in the classroom, we focus on the words authors pen and less on ways in which the illustrator is a crucial part of the story. Larry Sipe in his book, Storytime: Young Children's Literary Understanding in the Classroom, highlighted the interplay and interconnectedness between images and text, what he called synergy. The synergistic relationship of illustrations and text makes clear the greater impact when viewed together. Giving students a chance to engage and create both text and illustrations honors this relationship and expands the possibilities for how children make meaning.
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A perfect example of this powerful union is Drawn Together, written by Minh Lê and illustrated by Dan Santat. This picturebook starts with panels where images begin the story. Throughout the story as the words and images collide, they both become more impactful and moving, highlighting their synergistic relationship. Watch the video to the right as Dan Santat shares his process for creating the art in this text.
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Resources for Creation
As we attempt to engage our students in rich reading and writing from afar, we can encourage families to create together. Below I have shared some new resources created by some amazing picturebook illustrators to facilitate this creation process.
Mo Lunch DoodlesYou may be familiar with Mo Willems as the well-known author and illustrator of the Elephant and Piggie book series, but did you know he is also the Kennedy Center Education Artist-in-Residence at Home? In partnership with the Kennedy Center, he has created 15 episodes of Lunch Doodles with Mo Willems. In his own words, Mo Willems says, “You might be isolated, but you’re not alone. You are an art maker. Let’s make some together.” The series offers downloadable activities that focus on his creative process as well as some “how to draw” activities. In an effort to isolate together, students can tag their artwork on social media with #MoLunchDoodles. What a great way for students to see how a single image can be the seed that grows into a whole picturebook! How to Draw DisneyDisney is offering its own how to draw series which allows students to create their own stories around some of their favorite characters.
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Dav Pilkey at HomeAnother great resource comes from Dav Pilkey, author and illustrator of Captain Underpants and Dog Man. He is working in conjunction with Scholastic and the Library of Congress to offer weekly video lessons that focus on a chance to read, to draw, to create, and to engage with other multimodal fun. What is great about this resource is that it offers a chance for families to have conversations around books and create art together. Ready- Set- DrawKidlit.tv, a great resource on its own, has a subpage called Ready-Set-Draw that includes how to draw characters from several current children’s picturebooks. This is a great resource to pair with read-aloud videos and book talks #KidsDailyDebbieOhiLastly, Debbie Ridpath Ohi offers daily creation challenges via her twitter that allows another way for students to work together while apart. Each day offers an art creation project that can be down with things around the house. Some recent challenges... broken crayon story/art, creating a dog character, and laundry art! Check out other children’s responses by searching for her tag #KidsDailyDebbieOhi. |
These resources can offer entry into discussions of the images within picturebooks or a great springboard into students creating their own stories. They also create opportunities for students and families to engage with literacy in a new way. I hope you enjoy using these resources to help your students and families have a little fun as they imagine and create together.
Ashley A. Atkinson is a member of the CLA student committee. She is a doctoral candidate in Literacy and English Language Arts at North Carolina State University.
BY THOMAS CRISP, MARY NAPOLI, VIVIAN YENIKA-AGBAW, & ANGIE ZAPATA
Changing the Stories We Share: Transforming the Children’s Literature Landscape
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Stories matter. Many stories matter. Stories have been used to dispossess and malign. But stories can also be used to empower and to humanize. Stories can break the dignity of a people, but stories can also repair that broken dignity.
—Chimamanda Ngozi Adichie (2009) Stories summon us to wisdom, strength, and delight and make the richness of imagination available to all of us in order to envision a better world and to take action that makes a difference. Stories have the power to direct and change our lives and world--if we provide the time and space necessary for their role in meaning making, life making, and world making. —Kathy G. Short (2012, p. 17) |
AS PROFESSORS OF EDUCATION, literacy, and children’s and young adult literature, we value the unique position that the Journal of Children’s Literature (JCL) occupies in the field, bridging theory and practice by publishing research-based and theoretical manuscripts that have immediate implications for the ways in which children’s books are shared in elementary and middle-grade classrooms and discussed in communities outside of the classroom.
With the November 2015 approval of the National Council of Teachers of English (NCTE) “Resolution on the Need for Diverse Children’s and Young Adult Books,” JCL is committed to the recognition of diverse voices; to the support of emerging Indigenous, Black, and People of Color (IBPoC) scholars and researchers; and to excellence in interdisciplinary research and scholarship in the field of children’s literature. Therefore, we welcome submissions that center literature studies in relation to issues of social justice and equity, representations of populations that have been historically marginalized or underrepresented in children’s texts and culture, and the intersections between popular culture and identity.
Our team shares a commitment both to children’s literature and the field of education. We understand how children’s texts contribute to learning and the development of critical literacies and also serve as powerful cultural artifacts that inform the ways readers view and understand themselves and the world in which they live. We believe that all of us concerned with children’s texts (e.g., teachers, teacher educators, librarians, researchers) must attend to the content of children’s books as literary, cultural, and political objects.
With the November 2015 approval of the National Council of Teachers of English (NCTE) “Resolution on the Need for Diverse Children’s and Young Adult Books,” JCL is committed to the recognition of diverse voices; to the support of emerging Indigenous, Black, and People of Color (IBPoC) scholars and researchers; and to excellence in interdisciplinary research and scholarship in the field of children’s literature. Therefore, we welcome submissions that center literature studies in relation to issues of social justice and equity, representations of populations that have been historically marginalized or underrepresented in children’s texts and culture, and the intersections between popular culture and identity.
Our team shares a commitment both to children’s literature and the field of education. We understand how children’s texts contribute to learning and the development of critical literacies and also serve as powerful cultural artifacts that inform the ways readers view and understand themselves and the world in which they live. We believe that all of us concerned with children’s texts (e.g., teachers, teacher educators, librarians, researchers) must attend to the content of children’s books as literary, cultural, and political objects.
About Our Team
Generally speaking, our professional work is grounded in theories of reader response, critical multiculturalism, and culturally responsive and sustaining pedagogies, and is informed by research and scholarship in education, literary, and cultural studies. Here and elsewhere, the co-editors are listed alphabetically. We are, however, a team of co-editors with shared responsibilities. The order of editors’ names does not indicate any sort of rank.
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THOMAS CRISP, PHD
ASSOCIATE PROFESSOR OF LITERACY, GEORGIA STATE UNIVERSITY Thomas Crisp is an associate professor of literacy and children’s literature in the Department of Early Childhood Education in the College of Education at Georgia State University. His research and scholarship center primarily on topics related to justice and the representation of populations that have been traditionally marginalized and underrepresented in children’s media and culture (with particular concern toward gender and sexual identities). His involvement with the Children’s Literature Assembly (CLA) includes serving as communications co-chair; chair and co-chair of the Master Class; chair and co-chair of the Awards Committee; co-chair of the Committee on Diversity, Equity, and Inclusion; and a member of the board of directors. He also coauthored the CLA’s position statement on the importance of critical selection and teaching of diverse children’s literature. In addition to his work with CLA and NCTE, he currently serves as the vice president/president-elect of the Children’s Literature Association VIVIAN YENIKA-AGBAW, PHD
PROFESSOR OF EDUCATION, PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK Vivian Yenika-Agbaw is a professor of literature and literacy in the Department of Curriculum and Instruction at Pennsylvania State University, University Park. Her research and scholarship center on children’s and young adult literature and are informed by theories of critical multiculturalism, postcolonialism, and reader response. She publishes and presents primarily on topics related to social justice and the representation of populations that have been historically marginalized and underrepresented in children’s texts and culture (with particular concern toward race, class, gender, and disabilities). She has been a member of the CLA since 2009 and a member of NCTE for over 20 years, serving in various capacities. She has reviewed book manuscripts for NCTE; served as a member of the Notable Books for a Global Society committee; chaired the College Luncheon Committee at the NCTE annual conference in Philadelphia; reviewed students’ essays for NCTE’s National Awards; served as the vice president for colleges for the Pennsylvania Council of Teachers of English Language Arts (PCTELA); served as the Assembly on Adolescent Literature (ALAN) of NCTE state representative for young adult literature; and served on the NCTE Commission on Media. She served recently on the International Research Society for Children’s Literature Board. |
MARY NAPOLI, PHD
ASSOCIATE PROFESSOR OF READING, PENN STATE HARRISBURG Mary Napoli is an associate professor of reading in the School of Behavioral Sciences and Education, where she teaches both undergraduate and graduate literacy courses, including children’s and adolescent literature. She is currently the professor-in-charge of the master of education in literacy education and K–12 reading specialist certification graduate program. Her research and scholarship are informed by theories of critical multiculturalism and reader response. Mary has been a member of NCTE since 2001 and a member of the CLA since 2003, serving both in various capacities. She has been a member of several professional committees, including the Jane Addams Children’s Book Award committee, Notable Children’s Books in the Language Arts committee, and the NCTE Award for Excellence in Poetry for Children committee. ANGIE ZAPATA , PHD
ASSOCIATE PROFESSOR OF LEARNING, TEACHING, AND CURRICULUM, UNIVERSITY OF MISSOURI Angie Zapata is an associate professor of language and literacy for social transformation (LLST) in the Department of Learning, Teaching and Curriculum at the University of Missouri. She is a longtime elementary teacher of bilingual and multilingual children; a teacher educator of undergraduate students preparing to be teachers of language and literacy in diverse, elementary settings; and an advisor to doctoral students in LLST. She teaches undergraduate, master’s, and doctoral courses focused on language, literacy, identity, and literature for children and youth in both online and face-to-face settings. The research methodologies she employs are oriented toward bridging the gap between theories of humanizing pedagogies and ethical classroom practice through collaborative teacher–researcher inquiry in literature-based and transling-ual contexts. She has been a long-standing member of the NCTE and the CLA; served on the Charlotte Huck Children’s Book Award Committee; served as co-chair of the Committee on Equity and Inclusion and as a member of CLA’s board of directors; and coauthored the Interna-tional Literacy Association Statement on Expanding the Literature Canon and the CLA position statement on the importance of critical selection and teaching of diverse children’s literature. |
Our Work with JCL
Like so many other readers, our understanding of the field of children’s literature has been shaped and informed by the articles published in JCL, selected, refined, and coordinated by editorial teams including, most recently, Donna Adomat, Karla Möller, and Angela Wiseman; Jonda McNair, Miriam Martinez, and Sharon O’Neal; and Cyndi Giorgis, April Bedford, and Jennifer Fabbi. During our time as editors, we hope to carry on the tradition of excellence cultivated by these and all other editors of the Journal of Children’s Literature.
Our team is committed to building upon the work of previous editors by bringing together master teachers, recognized scholars and researchers, and emerging voices (e.g., new scholars, doctoral students) across disciplines as contributors to JCL. We recognize that under the guidance of previous editorial teams, the theoretical content of JCLhas increased. We view this shift as particularly important for teachers and teacher educators in the current context of high-stakes testing (e.g., the edTPA), educational initiatives (e.g., the Common Core State Standards), and the “deprofessionalization” of teachers and the teaching profession. Through JCL, we want to foreground the attention to reader response, critical literacies, critical multiculturalism, and social justice.
We will continue to center scholarship and research and explore how theory can guide the ways in which researchers, teachers, teacher educators, and librarians view and explore children’s literature. We plan to make JCL relevant to both educators and scholars by publishing practical yet scholarly pieces that allow readers to think deeply about children’s literature (including visual and multimodal texts) and how it can directly influence the lives of children in their classrooms. To this end, during our tenure as editors, JCL will include the following features:
Our team is committed to building upon the work of previous editors by bringing together master teachers, recognized scholars and researchers, and emerging voices (e.g., new scholars, doctoral students) across disciplines as contributors to JCL. We recognize that under the guidance of previous editorial teams, the theoretical content of JCLhas increased. We view this shift as particularly important for teachers and teacher educators in the current context of high-stakes testing (e.g., the edTPA), educational initiatives (e.g., the Common Core State Standards), and the “deprofessionalization” of teachers and the teaching profession. Through JCL, we want to foreground the attention to reader response, critical literacies, critical multiculturalism, and social justice.
We will continue to center scholarship and research and explore how theory can guide the ways in which researchers, teachers, teacher educators, and librarians view and explore children’s literature. We plan to make JCL relevant to both educators and scholars by publishing practical yet scholarly pieces that allow readers to think deeply about children’s literature (including visual and multimodal texts) and how it can directly influence the lives of children in their classrooms. To this end, during our tenure as editors, JCL will include the following features:
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PEER-REVIEWED ARTICLES
Each issue of JCL will feature up to four research-based, scholarly articles that explore contemporary issues in the fields of education and children’s literature. These articles will address topics of interest to elementary and middle-grade teachers, scholars and researchers of children’s literature, teacher educators, and librarians. TEACHERS’ VOICES
EDITED BY SUZANNE M. KNEZEK AND PAUL RICKS The Teachers’ Voices column is a space that privileges the research of educators in all their myriad settings, highlighting both the realities of classroom learning situations and the important work that occurs elsewhere (e.g., in libraries, in community centers, in correctional facilities, online, at home). ADDITIONAL FEATURES
In addition, we will continue featuring reports, articles, and forums relevant to the Children’s Literature Assembly. These will include interviews and commentaries with authors and illustrators, the Notables list, the Master Class article, and more. |
CRITICAL CONVERSATIONS
WRITTEN/EDITED BY EDITH CAMPBELL The Critical Conversations column is a space that encourages spirited debates on children’s texts (contemporary and classic). It also affords contributors an opportunity to critically examine texts for biases and to recognize innovations that might expand or complicate the ways educators see, think, and talk about children’s texts in and out of the classroom. PODCAST
This issue of JCL marks the first time the journal is published in an online-only format. Moving online provides a number of affordances, one of which is our ability to offer a podcast focused on current issues relevant to the field of children’s literature. The podcast will consist primarily of lively conversations between a small group of individuals with a range of perspectives and expertise as scholars or creators of children’s literature. |
Finally, as we transition the journal online, our team is committed to making all past issues of JCL available to members of the Children’s Literature Assembly. We are currently scanning all past issues of JCL and its predecessors (e.g., Ripples) and will be making those available in the Members Only section of the Children’s Literature Assembly website. We are grateful to CLA historian Dr. Amy McClure for entrusting us with the assembly’s copies of these archival materials. We are also indebted to Dr. Evie Freeman, who provided us with her personal copies of JCL for use in our scanning.
Additional Acknowledgements
We would like to thank the following individuals and institutions for their support of our work with the Journal of Children’s Literature:
- Donna Adomat, Karla Möller, and Angela Wiseman, who generously and tirelessly answered our questions, provided materials, and met with us as we transitioned into this role
- Jennifer Graff, Lauren Liang, Ruth Lowery, and the CLA board for entrusting us with this journal‡‡.
- Xenia Hadjioannou for creating the online format for the journal and working with us as we scanned issues, created calls for manuscripts, and so much more
- Laura May for her insights and advice on creating a podcast
- Our editorial assistants, Abigail Snyder (Georgia State University)and Jolynn Sullivan (Penn State Harrisburg)
- Our university department chairs and deans for their support, including release time, equipment, and student assistants
- Our editorial review board members for their commit-ment to the journal and insightful feedback on manuscripts
References
Adichie, C. N. (2009, July). Chimamanda Ngozi Adichie: The danger of a single story [Video file]. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story/transcript
Short, K. G. (2012). Story as world making. Language Arts, 90(1), 9–17.
Short, K. G. (2012). Story as world making. Language Arts, 90(1), 9–17.
Editorial Note to CLA Members
CLA Members can use their CLA online account credentials to access the Spring 2020 JCL issue (VOLUME 46, ISSUE 1) and our growing collection of JCL's past issues.
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SUSAN POLOS
| While there are many lists of award-winning books for young people online, there’s only one list of award-winning books that I know of that includes a discussion guide for each title: The Coretta Scott King (CSK) Book Awards. The Coretta Scott King Book Awards are awarded each year to outstanding African American authors and illustrators of books that celebrate the African American experience. For more details about the history of the award, watch the embedded video produced by the Los Angeles Public Library. Coretta Scott King Book Awards jury members create discussion guides for these books, which are available online as educational resources. | The History of the Coretta Scott King Awards, Los Angeles Public Library |
The Coretta Scott King Book Awards is an initiative under the Ethnic & Multicultural Information Exchange Round Table (EMIERT) of the American Library Association (ALA). CSK Immediate Past-President Dr. Claudette McLinn notes that the Discussion Guides have been created since 2000, and currently all Discussion Guides from 2009 to 2019 are available on the CSK website.
Each Discussion Guide includes summaries, activities and discussion questions, as well as related CSK titles for that year’s CSK Author Award, CSK Author Honor Awards, CSK Illustrator Award, CSK Illustrator Honor Awards, and Steptoe Awards for New Talent (Author and Illustrator), as well as information about the year’s Virginia Hamilton Lifetime Achievement Award winner.
Each Discussion Guide includes summaries, activities and discussion questions, as well as related CSK titles for that year’s CSK Author Award, CSK Author Honor Awards, CSK Illustrator Award, CSK Illustrator Honor Awards, and Steptoe Awards for New Talent (Author and Illustrator), as well as information about the year’s Virginia Hamilton Lifetime Achievement Award winner.
Out of Wonder
For example, Ekua Holmes won the 2018 CSK Illustrator Award. That year’s Discussion Guide suggests an activity for Out of Wonder: Poems Celebrating Poets (written by Kwame Alexander with Chris Colderley and Marjory Wentworth and illustrated by Ekua Holmes, Candlewick Press) that involves creating a collage and then writing a poem, as well as another activity requiring research. These projects can be as simple or complex as one chooses to make them.
From the CSK Book Awards 2018 Discussion Guide
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Crown
For 2018 CSK Author and Illustrator Honor book Crown: An Ode to the Fresh Cut (written by Derrick Barnes and illustrated by Gordon C. James, a Denene Millner Book, published by Bolden, an Agate Imprint), a suggested activity is sharing a story of an “experience that made you feel special, valued, and ‘ready to take on the world.’” Other books listed allow readers to then compare and contrast Crown to similar books that also won CSK book awards.
From the CSK Book Awards 2018 Discussion Guide
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The CSK Discussion Guides are not the only educational resources available on the CSK website. There are also resources from publishers (Lee and Low) and a link to TeachingBooks.net, a curricular resource for teaching young people’s literature. TeachingBooks was founded by Nick Glass, who is also a member of the CSK Book Awards Executive Committee and Chair of the CSK Membership Committee.
It’s worth noting that Glass is offering TeachingBooks’ “Book and Reading Engagement Kit: Home Edition” for free until September 15 for remote learning. TeachingBooks offers many resources for all CSK Award-winning titles, and these are included in the engagement kit. The resources include original material, interviews, audiobook excerpts, pronunciation guides, interviews and book trailers.
It’s worth noting that Glass is offering TeachingBooks’ “Book and Reading Engagement Kit: Home Edition” for free until September 15 for remote learning. TeachingBooks offers many resources for all CSK Award-winning titles, and these are included in the engagement kit. The resources include original material, interviews, audiobook excerpts, pronunciation guides, interviews and book trailers.
The Coretta Scott King Book Awards website offers a wealth of online material for teaching even beyond the stated educational resources. Whether simply looking through the list of award winning books or reading about the history of the CSK Book Awards, there is so much to learn. And although the 2020 CSK Book Discussion Guide is not yet posted (as a jury member, I contributed to it and look forward to seeing it online), perhaps students might create their own guides to one of the winning titles, like New Kid by Jerry Craft (2020 CSK Author winner) or The Undefeated by Kwame Alexander, illustrated by Kadir Nelson (2020 CSK Illustrator winner)
Editorial Note to CLA Members
In June 2019, the CLA Student Committee organized a Webinar featuring Jonda McNair titled 50 and Fabulous: The Coretta Scott King Book Award. The Webinar is part of CLA's library of Members-Only Content.
BY SYLVIA VARDELL
Even though National Poetry Month (April) is over, it’s always a good time to share a poem. In fact, during this time of quarantine and online learning, I’m finding that reading a poem is just enough text for my distracted brain to handle. Plus, it gives me something to mull over and revisit, if I want to. So, if you’re looking for short text that is rich and meaningful to digest in small chunks of time—try poetry. Here are online resources that make it easy to dip into poetry and see what you think.
Poems on Pinterest
For several years now, I’ve been collaborating with poet and author Janet Wong in creating poetry anthologies for kids and teachers that feature new poems, plus teaching strategies for each of the poems. We’ve created a dozen books and have worked at developing free online resources for teaching and learning. One of my favorite tools is Pinterest because it’s so visual and easy to browse. You can find more than 300+ of our digital poem “postcards” on Pinterest organized in a variety of categories at the Pomelo Books Boards.
You can find poems of comfort, about science topics, for special celebrations, poems about animals, even poems in Spanish and “bare” poems to use as a springboard for drawing or writing activities. We love taking poems from our anthologies (with poet permission) and then creating these “digital postcards” with color, font, and images to help make the poem engaging and understandable for young people. Here are three examples that I created especially for Star Wars Day, May 4 (since I am a HUGE Star Wars fan):
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And if you keep looking around Pinterest, you can find many more ideas for teaching poetry with strategies, booklists, games, cards, and more. Plus, you can create and share resources of your own and post them on Pinterest as can your students and colleagues.
Poem Videos on Vimeo
Another medium that Janet and I have explored is video -- creating videos that feature poems, poets, and poetry strategies on our own channel on Vimeo. It seems like there are a TON of videos with a literature focus available online now during this pandemic crisis. It’s wonderful to see so many authors, publishers, teachers, librarians, and others creating video content that we can share with each other. I don’t see many with a poetry focus, so that has been a focus for Pomelo Books, the small micropublishing company that Janet and I created.
At our Vimeo site, you can find us goofily sharing a Groundhog Day poem, or a poem for Daylight Saving Time or even a demo of how you can turn one piece of paper into a tiny book. This medium is ideal for poetry because poems are meant to be read aloud. Below is one example video that is only three minutes long, but features Janet and me talking and reading three poems to share during “Scary Times” when we may feel anxious or worried.
One of the benefits of Vimeo (and other sites) is how easy it is for you and your students and colleagues to post your own homemade videos and share them with one another. You could record a Zoom reading of a poem with your students (or with a small group), then upload that recording to your Vimeo channel, and then spread the word and share that video with others. What a great way to spread the poetry love!
At our Vimeo site, you can find us goofily sharing a Groundhog Day poem, or a poem for Daylight Saving Time or even a demo of how you can turn one piece of paper into a tiny book. This medium is ideal for poetry because poems are meant to be read aloud. Below is one example video that is only three minutes long, but features Janet and me talking and reading three poems to share during “Scary Times” when we may feel anxious or worried.
One of the benefits of Vimeo (and other sites) is how easy it is for you and your students and colleagues to post your own homemade videos and share them with one another. You could record a Zoom reading of a poem with your students (or with a small group), then upload that recording to your Vimeo channel, and then spread the word and share that video with others. What a great way to spread the poetry love!
Scary times from Pomelo Books on Vimeo.
Poetry Blogs
One other digital poetry resource that you might find useful is my blog, Poetry for Children, one of many blogs that offers help in reading, sharing, and writing poetry. My focus is always on sharing poetry strategies, poetry awards, poetry news, and more. You’ll find an annual “sneak peek” list of poetry books published every year, as well as interviews with poets about new books, homemade poem videos, lists of poetry books gathered by topic, poetry-themed conference sessions, and much more. For example, you’ll find a list of poetry books published (or to be published) this year: Sneak Peek List for 2020.
How can you participate in blogging? As consumers, you are free to comment on blog posts (at any blog) and are often welcome to write your own “guest post” on many blogs—I know I would welcome a guest post. That’s one way you and your students can participate—unless you want to start your own blog—which would be awesome!
How can you participate in blogging? As consumers, you are free to comment on blog posts (at any blog) and are often welcome to write your own “guest post” on many blogs—I know I would welcome a guest post. That’s one way you and your students can participate—unless you want to start your own blog—which would be awesome!
Poetry Websites
And while you’re surfing the web for helpful teaching content, you may be surprised to see how many poetry-related sites you’ll find. There are sites that offer actual poems for and by children, audio recordings of poems, biographical information about poets, teaching activities, and some even welcome child participation. Be sure to look for poets’ personal websites, too. Here are some of my favorite poetry-focused websites:
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The Academy of American Poets
This site offers sample poems, poet biographies, audio archives, National Poetry Month celebrations, curriculum resources, teacher discussion forums, teaching tips, and more
The Library of Congress Poetry and Literature Center
This site may interest older children who are interested in learning about the poet laureates of the United States, national prizes in poetry, special poetry events, and audio archives.
Poetry Foundation Children's Page
The Poetry Foundation maintains hundreds of poems (even accessible by cell phone) including a large library of poems for young people along with interesting articles and features. |
The Poetry Minute
Here you’ll find poems for every day of the whole school year written by some of the best contemporary poets writing for young people. All can be shared in just a minute, making it easy to read aloud at school, in the library, or at home.
Favorite Poem Project
This site features Poet Laureate Robert Pinsky’s project to have average citizens audiotape their favorite poems. |
Conclusion
We’re all spending a lot of time on our laptops and desktops just now, so maybe you’ve encountered some of these teaching resources already. If not, I hope you’ll do some surfing around these links. Either way, I hope you can see the potential for POETRY as an addition to your routine. Once you open the digital door, you may be surprised how easy it is to find and share a poem—to lighten the mood, take a break, share deep feelings, extend our learning, or just for fun.
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Sylvia Vardell is Professor at Texas Woman's University and author of the blog Poetry for Children. She is a former CLA President.
sylviavardell.com |
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BY ANGELA M. WISEMAN
On April 21 I wrote a post on the same topic, in which I addressed some of the anxiety, stress, and trauma that children might be facing during COVID-19. In this follow-up post, I am sharing some books that my colleagues and I have found helpful in talking with adults and children about trauma, in hopes that these books can start facilitating conversations about feelings, fears, hopes, and dreams.
COVID-19 has created stressful situations for many families - we may be concerned about many issues, including financial issues/job security, trying to meet professional obligations, and staying healthy. Children are experiencing general anxiety and stress, but also often experience negative feelings resulting from missing friends and family, adapting to changes in routines and activities, and fear of getting sick. In this post, I am going to suggest some ways to use children’s literature to start conversations about anxieties, sadness, and coping mechanisms. In addition, I share some resources for adults and children that might be helpful.
Books for talking about anxieties and fear
Reading and responding to literature can be emotional, empowering, and transformative. When children experience trauma or anxiety, picturebooks can be a powerful way to foster conversations about their experiences and beliefs. Or, simply, they can offer an opportunity for adults and children to talk about feelings and emotions. The complexity of picturebooks - the visual and textual components - allows for multiple ways to respond and consider topics. Children’s literature can expand readers’ experiences; encouraging readers to relate to others and consider different perspectives. In addition to text, images serve as a central component of picturebooks that allow readers to articulate insightful interpretations that can lead to further discussion.
Here are two books that could cultivate conversations about anxiety and stress. I have used both of these texts with my colleagues in a trauma-informed family literacy program for parents who are in rehabilitation for substance use disorder to foster communication and build relationships. After describing the two books that could facilitate discussions, I provide some suggested ebooks about the CoronaVirus. Finally, I provide a few resources that could be helpful for families.
Here are two books that could cultivate conversations about anxiety and stress. I have used both of these texts with my colleagues in a trauma-informed family literacy program for parents who are in rehabilitation for substance use disorder to foster communication and build relationships. After describing the two books that could facilitate discussions, I provide some suggested ebooks about the CoronaVirus. Finally, I provide a few resources that could be helpful for families.
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After the Fall by Dan Santat This book is a variation on Humpty Dumpty and his great fall. The character in this text falls from a ledge while watching birds. After his recuperation, his fear of falling again affects the things he loves in life and his everyday tasks - from birdwatching to grocery shopping. In this book, we see how Humpty addresses his fears and “learned how to fly”. While on the outset, this book may seem like an updated nursery rhyme, it is much more complex than that. After the Fall is Santat’s love letter to his wife, acknowledging her journey with anxiety and postpartum depression. You can learn more about the backstory at this Sharpread post. When my colleagues and I have used this book in our family literacy program, we have posed the following questions:
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Ira Sleeps Over by Bernard Weber Ira is invited to his first sleepover, but he wonders...can he tell his friend Reggie that he needs his teddy bear? While his parents tell him it’s fine, his sister berates him and causes him to feel like his friend would make fun of his teddy bear’s name. Reggie initially decides not to bring him, but in the end, finds out that his friend has one too! So, he gets his own bear and can finally enjoy the sleepover. While this book is older, it is infinitely relatable. First, we see how anxiety is affected by how others respond to us. Second, we can talk about the idea of security objects - things that make us feel better when we need them. This could be helpful during times of quarantine. One thing our family has done is talk about things that make us feel better when we are stressed. For instance, my sons are taking regular walks together and having time with their friends online. In our family literacy program, we ask questions such as:
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Books for talking about the Corona Virus with children
There are several ebooks that are free that are great resources to read with children to explain about COVID-19. Here are some we recommend:
The New York City School Library System recently published a list of free ebooks for children about the novel coronavirus and COVID-19. The list includes several books in Spanish as well as books in other languages. |
Additional Helpful Resources
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Thank you to Lauren Liang for suggesting the ebooks. I would like to acknowledge Qiana Cryer-Coupet’s and Ashley Atkinson’s collaboration on the family literacy program and Qiana’s contribution of additional helpful resources.
Image by enriquelopezgarre. Pixabay License.
Authors:
CLA Members
Supporting PreK-12 and university teachers as they share children’s literature with their students in all classroom contexts.
Disclaimer
The opinions and ideas posted in the individual entries are those of the individual authors and do not necessarily reflect the opinions or views of CLA or the Blog Editors.
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