Well, now that the semester has run it's course, there are many loose ends to tie up. Over all, I learned so much about diverse literature throughout this course. I have seen responses from the outside world through finding professional resources, readings in the course pack as well as reviews about our text. We all have gotten to experience the interactions between authors, awards, and the readers (through the responses we have gotten from authors and committee members). But most of all I have engaged in conversations about literature that I would have never had the opportunity to read if it had not been for this course. I am now more aware of many issues that come about in children's literature, and have a better understanding for how to respect and handle controversial literature on my own and in a classroom. But where do we go from here?
I feel that I will always be more confident in using literature in my classroom, but I will also be more aware of what the literature is telling my students (i.e. what stereotypes, insider vs. outsider, etc). It is so important to share all literature with students, but I feel that now I will be able to share much more then just the literature. There is so much more behind a book then just the pictures and words on a page, and I would like to install that understanding, knowledge, respect, and questioning in my students as well as any fellow classmates. Thank you to everyone who participated in conversations with me in class, they were so meaningful. Overall, thank you for a wonderful semester!
Saturday, December 8, 2007
Wednesday, December 5, 2007
Literature featuring Autism
Over all, it was easy to find books that featured children with autism. I was overwhelmed by the fact that most of the books were told from an outsiders point of view. By saying that, I mean that most books were told by a parent, or a sibling, or a classmate. I was lucky to find one book that was told from the view point of a child with autism. Granted, the author does not have autism, but she does have two children with special needs. I really would have liked to have read a book written by a person with autism about being a person with autism, how it has effected their lives, etc. I found such a book when I was looking for my professional resource. THe author had been 13 when he wrote it. I wish I could have documented what his name/the name of the book that he wrote was, but unfortunately I forgot to! But, I feel that it would have been a valuable experience to compare the text to the literature that I came across.
I found it valuable to have all the different perspective in the books, but at the same time it brings about the insider outsider debate. Who has a right to write about this population? Those who have interactions with people who have autism? Those who have autism? I really wish that I had looked more into finding literature from an author with autism to compare it to the books I have reviewed. Also, I was surprised by the range of authors I had in my literature. One was a school teacher from the UK, one was a parent with children who have disabilities (although they were never identified), and one who just felt like writing.
Over all, I have learned from this experience with this category of books that there are a range of authors who have had books published. Some of the books give awesome insight into the world of autism, letting the reader see first hand some of the issues. But, in the same sense, some of the readings I have come across are dated and could lead to too many generalizations associated with this disability (i.e. mostly male Caucasian characters, told from others view points instead of individuals, focus on interactions at school more then at home, etc). So, I feel over all the one thing that I have learned is to really understand who your author is. I say this because they might have some connection (as an insider, as a parent, as an educator, etc)that justifies why they wrote their book or they could just be interested in the area. By doing this, it changes the way you look at the literature as a whole, and it also helps determine what to take away from the text. Over all, I feel that this can and should be applied to all areas of literature. It is important to embrace the diveristy that can come about not only in the text, but from those who have a passion about the unique world and workings of autism.
I found it valuable to have all the different perspective in the books, but at the same time it brings about the insider outsider debate. Who has a right to write about this population? Those who have interactions with people who have autism? Those who have autism? I really wish that I had looked more into finding literature from an author with autism to compare it to the books I have reviewed. Also, I was surprised by the range of authors I had in my literature. One was a school teacher from the UK, one was a parent with children who have disabilities (although they were never identified), and one who just felt like writing.
Over all, I have learned from this experience with this category of books that there are a range of authors who have had books published. Some of the books give awesome insight into the world of autism, letting the reader see first hand some of the issues. But, in the same sense, some of the readings I have come across are dated and could lead to too many generalizations associated with this disability (i.e. mostly male Caucasian characters, told from others view points instead of individuals, focus on interactions at school more then at home, etc). So, I feel over all the one thing that I have learned is to really understand who your author is. I say this because they might have some connection (as an insider, as a parent, as an educator, etc)that justifies why they wrote their book or they could just be interested in the area. By doing this, it changes the way you look at the literature as a whole, and it also helps determine what to take away from the text. Over all, I feel that this can and should be applied to all areas of literature. It is important to embrace the diveristy that can come about not only in the text, but from those who have a passion about the unique world and workings of autism.
Tuesday, December 4, 2007
Professional Resource dealing with Autism
The resource that I ended up using was an unexpected find. The author of one of my featured books is actually the founder of the site, called Autism Today. It was so helpful because it provides many different resources for anyone that has any interest in autism. Also, there are a number of different articles published on the site that discuss a lot of issues surrounding the world of autism.
To see all of the articles, you have to become a member but it is free to become one. Also, the website is a good point of reference for parents and teachers who want to stay informed about autism, as well as find support. Over all, there is an abundance of resources in this one website. And, chances are if this website does not have it, they will have recommendations for places that will have information.
"Home Page." Autism Today. 2007. Autism Today. 1 Dec 2007
To see all of the articles, you have to become a member but it is free to become one. Also, the website is a good point of reference for parents and teachers who want to stay informed about autism, as well as find support. Over all, there is an abundance of resources in this one website. And, chances are if this website does not have it, they will have recommendations for places that will have information.
"Home Page." Autism Today. 2007. Autism Today. 1 Dec 2007
Looking After Louis
Ely, Lesley. Looking After Louis. First. London, England:
Frances Lincoln Children's Books, 2004.
Placed in a elementary school class, Looking After Louis follows a classmate of an autistic child as they interact with in the class. Louis is a student with autism, who is continually doing activities, as well as expressing behaviors in class that are very different from the other classmates. It is his desire to play soccer at recess that comes as a welcomed surprise to his teachers, as well as a learning experience for the narrator of the story.
Over all, I feel this is a really good resource to use in a classroom, especially one in which their may be a child with autism. Not only does it shed an encouraging light on inclusion in classrooms, but is also features a message for all readers. Also, a psychologist wrote a short section at the end of the book which includes information specifically about autism,along with specific characteristics, and an explanation for Louis's placement in a general education room. There are also suggestions for teachers with a student with autism in their classroom at the conclusion of the book. Another wonderful aspect of the book is that the setting is at a school, but because of how the illustrations are matched with the literature, the setting is less likely to be dated any time soon, so it could be used for years to come. Furthermore, according to the author's biography in the beginning of the book, the characters in the book are based off of students that she had in the past (as she was an English teacher) which makes a lot of sense when considering the placement of the story.
So many parents are concerned with the education of their student, let alone a students with autism. Finding the appropriate resources for their families, as well as making sure the child reaches all potential academically and otherwise is very important. Therefore, when going through the articles on the Autism Today website, I found the information in "Combating Autism" very interesting and helpful in developing my respect for families, as well as for teachers who are working to provide as much help as possible for this growing disability. This relates and compliments the comments at the be back of the book, which focused on helping parents, teachers, as well as other students understand and deal with autism.
Frances Lincoln Children's Books, 2004.
Placed in a elementary school class, Looking After Louis follows a classmate of an autistic child as they interact with in the class. Louis is a student with autism, who is continually doing activities, as well as expressing behaviors in class that are very different from the other classmates. It is his desire to play soccer at recess that comes as a welcomed surprise to his teachers, as well as a learning experience for the narrator of the story.
Over all, I feel this is a really good resource to use in a classroom, especially one in which their may be a child with autism. Not only does it shed an encouraging light on inclusion in classrooms, but is also features a message for all readers. Also, a psychologist wrote a short section at the end of the book which includes information specifically about autism,along with specific characteristics, and an explanation for Louis's placement in a general education room. There are also suggestions for teachers with a student with autism in their classroom at the conclusion of the book. Another wonderful aspect of the book is that the setting is at a school, but because of how the illustrations are matched with the literature, the setting is less likely to be dated any time soon, so it could be used for years to come. Furthermore, according to the author's biography in the beginning of the book, the characters in the book are based off of students that she had in the past (as she was an English teacher) which makes a lot of sense when considering the placement of the story.
So many parents are concerned with the education of their student, let alone a students with autism. Finding the appropriate resources for their families, as well as making sure the child reaches all potential academically and otherwise is very important. Therefore, when going through the articles on the Autism Today website, I found the information in "Combating Autism" very interesting and helpful in developing my respect for families, as well as for teachers who are working to provide as much help as possible for this growing disability. This relates and compliments the comments at the be back of the book, which focused on helping parents, teachers, as well as other students understand and deal with autism.
Talking to Angels
Watson, Ester. Talking to Angels. First. Orlando, Florida:
Harcourt Brace & Company, 1996.
Told from a siblings point of view, Talking to Angels showcases the special bond between a child with autism and their siblings. Through vibrant pictures and simple text, the narrator takes the reader through all the unique and special atributes acquired from a sibling that has autism.
Over all, I felt that this book was really a wonderful story. It was a simple read, and it also was accompanied by wonderful drawings that made me feel as if they were a little more authentic to the text. In reading some reviews of the book before I purchased it, I was suprised by how many people did not enjoy the illuatrations. Also, I found it refreshing that the main character in the text was a female. It seems all to often that male's are focused on with this disability, when they are not the only ones effected by it. Also, the story was not in a school situation, it specifically focused on the relationship of the sisters. School settings are also a common thread that I have run into with text that feature autism, and while they have their place, it is good to see text that can be used in relation to a family as well.
Because of all the comments I found on the illistrations of this book, I looked up the author. I found that the method and creatively behind her art work is a common thread in all of her writings as well as she also creates her own art work. Also, when I went back to the Autism Today website, I found an article called "Thanks to Children with Autism". It was a collections of short writings from families with children who have autism, expressing how thankful they are to have some one with autism in their families. Some of the writings are specifically from siblings, while others are from parents. It was interesting to read a book from the view point of a sibling and then read segments from people who actually are siblings to a child with autism.
Harcourt Brace & Company, 1996.
Told from a siblings point of view, Talking to Angels showcases the special bond between a child with autism and their siblings. Through vibrant pictures and simple text, the narrator takes the reader through all the unique and special atributes acquired from a sibling that has autism.
Over all, I felt that this book was really a wonderful story. It was a simple read, and it also was accompanied by wonderful drawings that made me feel as if they were a little more authentic to the text. In reading some reviews of the book before I purchased it, I was suprised by how many people did not enjoy the illuatrations. Also, I found it refreshing that the main character in the text was a female. It seems all to often that male's are focused on with this disability, when they are not the only ones effected by it. Also, the story was not in a school situation, it specifically focused on the relationship of the sisters. School settings are also a common thread that I have run into with text that feature autism, and while they have their place, it is good to see text that can be used in relation to a family as well.
Because of all the comments I found on the illistrations of this book, I looked up the author. I found that the method and creatively behind her art work is a common thread in all of her writings as well as she also creates her own art work. Also, when I went back to the Autism Today website, I found an article called "Thanks to Children with Autism". It was a collections of short writings from families with children who have autism, expressing how thankful they are to have some one with autism in their families. Some of the writings are specifically from siblings, while others are from parents. It was interesting to read a book from the view point of a sibling and then read segments from people who actually are siblings to a child with autism.
Little Rainman
Simmons, Karen L. Little Rainman Autism - Through the Eyes of a Child. Arlington, TX:Future Horizons, 1996.
Little Rainman is about a boy, Jonathan, who has autism. The book is an insight into his mysterious world, including his emotions, his feelings in social situations, sensitivity of his five senses, and much more.
Simmons filled her story with a lot of information and issues surrounding children with autism. I found it a little unfortunate that the main character was a male Caucasian, because that seems to be a very dominate trend in literature featuring autistic children. What I really enjoyed was the fact that the book was told from the child's point of view, and it really hit hard on a lot of the misunderstood aspects of autism. The only issue I have with the book being meant for younger children is that the amount of reading is a little much, and I feel that younger children wouldn't want to sit through the whole book in one sitting. However, that being said the amount of information presented in the text would be a wonderful asset for any child who's life has been touched by autism or someone that has a general interest in the issue without the complication of unknown vocabulary.
When looking up the author of this book, I was wonderfully surprised. Karen Simmons is not only an author, but she is also the President and founder of Autism Today, which was a wonderful website that I found which offers a lot of information about autism, including articles, resources, and so on for anyone that is interested.
Little Rainman is about a boy, Jonathan, who has autism. The book is an insight into his mysterious world, including his emotions, his feelings in social situations, sensitivity of his five senses, and much more.
Simmons filled her story with a lot of information and issues surrounding children with autism. I found it a little unfortunate that the main character was a male Caucasian, because that seems to be a very dominate trend in literature featuring autistic children. What I really enjoyed was the fact that the book was told from the child's point of view, and it really hit hard on a lot of the misunderstood aspects of autism. The only issue I have with the book being meant for younger children is that the amount of reading is a little much, and I feel that younger children wouldn't want to sit through the whole book in one sitting. However, that being said the amount of information presented in the text would be a wonderful asset for any child who's life has been touched by autism or someone that has a general interest in the issue without the complication of unknown vocabulary.
When looking up the author of this book, I was wonderfully surprised. Karen Simmons is not only an author, but she is also the President and founder of Autism Today, which was a wonderful website that I found which offers a lot of information about autism, including articles, resources, and so on for anyone that is interested.
Wednesday, October 17, 2007
Afterthought About Al
Today when we were talking about our class reading, "Al Capone Does My Shirts", I was really kinds surprised to hear that people didn't like the book. I heard people mention that the book didn't represent Natalie as a person, that it wasn't fair to her, etc. To that I think-
1. The book was told from a 12 year olds point of view. I think that is something that is often over looked in the reading because there is so much pressure and responsibility put on Moose. But at the end of the day, he is a 12 year old boy. He also is younger then Natalie, meaning that he has never been without her in his life. Of course he loves her, and of course he doesn't understand it. But he loves Natalie, and takes pride (especially by the end of the book) in the close bond that he has with his sister.
2.This takes place in the 1930's- families didn't discuss situations like the Moose's family had. It was sometimes considered that the mother was an "icebox"- meaning that she had not been loving enough to her child while she was pregnant, or when the child was very young, hence why many mothers, such as Moose's, blamed themselves in one way or another. Also, many people felt that Natalie's condition was a punishment from God because someone in the family committed a sin. People didn't want to talk about it at all. That could have been a big reason that Moose was reluctant to tell people about his sister, or to openly talk about her. It might not have been because he didn't view her has a whole person, it was more to protect her and protect his family.
3. Natalie, while she is not a conventional character by any means, represents someone with autism. Autism is such an umbrella term- no one is the same-there is not line to cross to say "ok you have autism, ok you dont" Every child with autism is different, and their characteristics are all different too. While Natalie might not be what we think of a child with autism, her characteristics, from what we know, are ones that could fit under the autism spectrum.
4. Growing up on the island is not conventional at all. But, as far as a social life, there was social interaction between all the kids. And it seems to be more socialization then Natalie ever got before they were on the island. And the kids accept her for who she is- at first of course, they were a little worried- but they came to accept Natalie, and it was as if she was one of the gang-disability or not. That's part of what made this book good to use in a classroom I thought. The fact that the kids accepted her, and didn't isolate her is a really good thing-especially considering the times. In fact, the big push right now in special education is for inclusion, and one of the main pluses of inclusion is the social interaction between peers- and that is exactly what the Natalie is getting on the island. I would be willing to bet she is getting a lot more interaction there with peers then she would at the school her parents what her to go to.
Okay, I will step off my soap box now. But I just wonder, if you did not like this book, why? I know we didn't get to talk about it in class today, but I really would like to hear your side because maybe you are seeing something that I am not seeing. Thanks!
1. The book was told from a 12 year olds point of view. I think that is something that is often over looked in the reading because there is so much pressure and responsibility put on Moose. But at the end of the day, he is a 12 year old boy. He also is younger then Natalie, meaning that he has never been without her in his life. Of course he loves her, and of course he doesn't understand it. But he loves Natalie, and takes pride (especially by the end of the book) in the close bond that he has with his sister.
2.This takes place in the 1930's- families didn't discuss situations like the Moose's family had. It was sometimes considered that the mother was an "icebox"- meaning that she had not been loving enough to her child while she was pregnant, or when the child was very young, hence why many mothers, such as Moose's, blamed themselves in one way or another. Also, many people felt that Natalie's condition was a punishment from God because someone in the family committed a sin. People didn't want to talk about it at all. That could have been a big reason that Moose was reluctant to tell people about his sister, or to openly talk about her. It might not have been because he didn't view her has a whole person, it was more to protect her and protect his family.
3. Natalie, while she is not a conventional character by any means, represents someone with autism. Autism is such an umbrella term- no one is the same-there is not line to cross to say "ok you have autism, ok you dont" Every child with autism is different, and their characteristics are all different too. While Natalie might not be what we think of a child with autism, her characteristics, from what we know, are ones that could fit under the autism spectrum.
4. Growing up on the island is not conventional at all. But, as far as a social life, there was social interaction between all the kids. And it seems to be more socialization then Natalie ever got before they were on the island. And the kids accept her for who she is- at first of course, they were a little worried- but they came to accept Natalie, and it was as if she was one of the gang-disability or not. That's part of what made this book good to use in a classroom I thought. The fact that the kids accepted her, and didn't isolate her is a really good thing-especially considering the times. In fact, the big push right now in special education is for inclusion, and one of the main pluses of inclusion is the social interaction between peers- and that is exactly what the Natalie is getting on the island. I would be willing to bet she is getting a lot more interaction there with peers then she would at the school her parents what her to go to.
Okay, I will step off my soap box now. But I just wonder, if you did not like this book, why? I know we didn't get to talk about it in class today, but I really would like to hear your side because maybe you are seeing something that I am not seeing. Thanks!
Wednesday, October 10, 2007
Sydney Taylor Award
Our group came upon the same places to find information about this award. The Sydney Taylor Award is given to honor Jewish literature for children or young adult. The award has been around since 1971, and has honored many different writers. Some of the most recent authors as well as their books are:
2007:
Title: Hanukkah at Valley Forge
Written by Stephen Krensky,
Illustrated by Greg Harlin
Title: Julia’s Kitchen
Written by Brenda A.Ferber
Title: The Book Thief
Written by Markus Zusak
Title: The White Ram: A Story of Abraham and Isaac
Written by Mordicai Gerstein
The rational behind this award is connecting Jewish children to children form other cultures, as well to build pride in culture. To be eligible, the books must be about Jewish customs, traditions, and/or experiences. Also, the book can be either fiction or non-fiction.
The books are judged on their significant contributions to Jewish literature, positive Jewish content and focus, as well as authentic details and accurate research. Also, the quality of writing and the ability to engage interest of the target age group is incorporated. One book is chosen for younger children, and one is also chosen for adolescents. A panel of Judaic Children's Librarians are who chose the winners, and to get on the committee you must be a Judaic Children's Librarian. The sponsor for the award is The Association of Jewish Libraries.
There were many sites about this award, and the ones that were the most helpful were:
This site is the most helpful when it came to finding the book list, as well as the history of the award, and current information about it.
This site was the most helpful when looking for books that have received the the award, as well as finding out what areas they received the award in.
http://www.jclla.org/awards.htm
Hopefully we will also have some of the books to share in class as well!
2007:
Title: Hanukkah at Valley Forge
Written by Stephen Krensky,
Illustrated by Greg Harlin
Title: Julia’s Kitchen
Written by Brenda A.Ferber
Title: The Book Thief
Written by Markus Zusak
Title: The White Ram: A Story of Abraham and Isaac
Written by Mordicai Gerstein
The rational behind this award is connecting Jewish children to children form other cultures, as well to build pride in culture. To be eligible, the books must be about Jewish customs, traditions, and/or experiences. Also, the book can be either fiction or non-fiction.
The books are judged on their significant contributions to Jewish literature, positive Jewish content and focus, as well as authentic details and accurate research. Also, the quality of writing and the ability to engage interest of the target age group is incorporated. One book is chosen for younger children, and one is also chosen for adolescents. A panel of Judaic Children's Librarians are who chose the winners, and to get on the committee you must be a Judaic Children's Librarian. The sponsor for the award is The Association of Jewish Libraries.
There were many sites about this award, and the ones that were the most helpful were:
This site is the most helpful when it came to finding the book list, as well as the history of the award, and current information about it.
This site was the most helpful when looking for books that have received the the award, as well as finding out what areas they received the award in.
http://www.jclla.org/awards.htm
Hopefully we will also have some of the books to share in class as well!
Wednesday, September 26, 2007
Habibi Question
After class today, I realized that I left with out bringing up a question/concern that I had while reading the text. I feel that Liyana's mother's character played into the role of a typical house wife too much, does anyone else feel this way? I know that we didn't know what she did in the United States, but it seemed like she didn't have any protest to moving, and once they did, she fell into the stay at home mom and just accepted everything. Always shopping, always cooking, etc, and we never hear about how she feels about the move. We know how the rest of the family feels, and she is in the same shoes as her children- she is in a strange land, adjusting to a culture that she is not used to. She finally picked up a job, but it was only part time. I am all about women being able to do what they want, but I felt like she was much more of a follower then a leader. She has raised such a strong girl, but I felt like she forgot how to be strong for herself. The book had so many strong women in it, it's just unfortunate that Lyiana's mother wasn't.
Sunday, September 16, 2007
Insider or Outsider?
When reading diverse literature, the subject of creditability will always come about. What makes a reliable author? Does it have to be someone who is part of the culture being represented in the book because of his or her religion, race, sex, etc? Or can it just be an individual that has emerged him or her in the topic (whether it be through research, personal experience, etc)?
Personally, I feel that it can be either. The most important factor is the writer know enough about what they are writing so they help break stereotypes, or bias and still provide a story that many can relate to. If someone is not of the culture they have chosen to write about but they have been doing research for years, or earned a college degree in the subject matter, or have any strong interest in the subject matter, then who is to say that they do not know what they are talking about? That being said, I would still want to see more information about a writer who is not of the culture they are writing about then I would an author who is from the culture. This is because anyone can write about anything. There is nothing standing in the way, depicting what topics are appropriate for specific people to write about.
When reading books from authors that are from the culture they are writing about, I would like to see information about them as well as other pieces they have written. If there is someone that would be classified as from the culture, but their life experiences don't represent what they are writing about, I would question using that text. Some of the best diverse readings are going to come from authors from the same culture, while some of the worst can come from them as well.
When talking about how she choose authors for her multicultural book, Violet J. Harris states in her article, "No Invitations Required to Share Multicultural Literature, "I selected the Authors because they are experts in literacy and/or children's literature; they are informed about the groups literature; and they possess the critical consciousness that enabled they to assess the literature in a forthright manner." I feel that this sums up exactly who should be writing the books. It is not an issue of being an insider or an outsider; it is a matter of being an educated individual in the area that you have interest in, and sharing that information with everyone else to the best of your ability.
Personally, I feel that it can be either. The most important factor is the writer know enough about what they are writing so they help break stereotypes, or bias and still provide a story that many can relate to. If someone is not of the culture they have chosen to write about but they have been doing research for years, or earned a college degree in the subject matter, or have any strong interest in the subject matter, then who is to say that they do not know what they are talking about? That being said, I would still want to see more information about a writer who is not of the culture they are writing about then I would an author who is from the culture. This is because anyone can write about anything. There is nothing standing in the way, depicting what topics are appropriate for specific people to write about.
When reading books from authors that are from the culture they are writing about, I would like to see information about them as well as other pieces they have written. If there is someone that would be classified as from the culture, but their life experiences don't represent what they are writing about, I would question using that text. Some of the best diverse readings are going to come from authors from the same culture, while some of the worst can come from them as well.
When talking about how she choose authors for her multicultural book, Violet J. Harris states in her article, "No Invitations Required to Share Multicultural Literature, "I selected the Authors because they are experts in literacy and/or children's literature; they are informed about the groups literature; and they possess the critical consciousness that enabled they to assess the literature in a forthright manner." I feel that this sums up exactly who should be writing the books. It is not an issue of being an insider or an outsider; it is a matter of being an educated individual in the area that you have interest in, and sharing that information with everyone else to the best of your ability.
Monday, September 3, 2007
Hello Folks!
Hey Guys!
My name is Katie, and I am a senior at Michigan State, majoring in Special Education-Learning Disabilities, as well as a concentration in Social Studies- History.
I am really interested in diverse literature because I feel that with history as my concentration area, I haven't had much exposure to literature in the classroom. I feel that 348 as well as this class have been/will be really good exposure to literature, as well as different ways to incorporate it in the classroom. I haven't had a lot of exposure with this area, so I really am planning on using these as "language arts" classes. But I feel that this class will be even more worth while because not only am I working with literature, but I am working with the kind of literature I want to have in my classroom. Also, diverse literature is such a touchy subject for a lot people, and I really enjoy the discussions that can potentially come about.
So, overall I am really excited to get reading and discussing in class! YeAh!
-katie fed
My name is Katie, and I am a senior at Michigan State, majoring in Special Education-Learning Disabilities, as well as a concentration in Social Studies- History.
I am really interested in diverse literature because I feel that with history as my concentration area, I haven't had much exposure to literature in the classroom. I feel that 348 as well as this class have been/will be really good exposure to literature, as well as different ways to incorporate it in the classroom. I haven't had a lot of exposure with this area, so I really am planning on using these as "language arts" classes. But I feel that this class will be even more worth while because not only am I working with literature, but I am working with the kind of literature I want to have in my classroom. Also, diverse literature is such a touchy subject for a lot people, and I really enjoy the discussions that can potentially come about.
So, overall I am really excited to get reading and discussing in class! YeAh!
-katie fed
Subscribe to:
Posts (Atom)