How to use this Page

I haven’t seen these yet. Thanks for pointing to them. I’ll share the site with students in my class.

The script that goes with the deer begs for analysis. Another read of what it says is “get this deer so your kid can practice killing it just like mom and dad do.” You might say this in your podcast (haven’t listened yet). Being a plush toy, it asks the child to cuddle with something the child will kill later. Creepy.

This recording did not play well. It sounded very distorted. Please update it so that I can utilize it in my online courses. What is more, try not to use excessive music. It serves as only a distracter. Check out Clark (2003), Building Expertise. She clearly states that too much music distracts learning.
Food for thought,
Anitra

Thanks for your thoughts Anitra and I’m glad you have been able to use CLIP in your courses. This episode was actually a listener/student submission where the author used synthesized his voice as part of his MFEdoomcator persona.

I do have a transcript of his entire audio which is accessible by clicking on the word ‘more’ in the show notes. It’s a very good text so I would recommend having a read.

Thanks

As a student in Vivian’s EDU 619 Critical Literacy Class, I always felt very unsure of myself. I always felt that I really did not understand what critical literacy was. Often timid, I never could muster up the courage to actually say what I was thinking or feeling about a number of issues that we talked about. Yesterday during our last class, my group decided to use one of the strategies that we talked about throughout the course entitled “Graffiti”. Our group had a hard time deciding what we wanted to put on the white paper. We all had very different ideas of what we thought the class was about (or so we thought we did!) I realized then that there was no “right” answer to critical literacy. In fact, we were all saying the same things, we just internalized them and talked about them differently. I was very interested in listening to this podcast because again, I wanted to know if the same things that I was thinking were being said through someone who may be a bit more articulate than I am. So thank you again for this podcast. It reaffirmed my own beliefs ( reading between the lines of spoken word, creating relationships with the world, etc) yet it was said in such a way that I don’t think that I could have done critical literacy justice.

Critical literacy means enlightening adults and children about the world around them. This is helpful because it educates about how others are different and how some of us who think no one is like us that there are others like us. Without critical literacy the world is seen as black or white as opposed to sometimes grey. I believe it is great for adults and children to read books and be a part of book talks to discuss what they thought and how they feel about the topic that they read about. I agree that having critical knowledge is diffinately needed for adults and children to be successful in the world.

Hi Vivian,

A student of yours for about 5 or 6 years now, I still find myself re-defining and exploring my definition of Critical Literacy. Our initial Bailey’s study group continually said how CL is not something you “do” but something you “live”. I notice the gradual changes in my classroom practices along with my pedgogical changes because of how the CL theory is now embedded in my work. In other words, my teaching and “my being” cannot escape the heightened awareness that comes with a having a more critical lens on life and the world.

I appreciate how Tamara said that there is not “right” answer to what CL is and it took me a long time to be comfortable with that –and I still have days where I “don’t get it” and find myself re-negotiating my personal definition. I also agree with what you and Steph say about how having a critical lens on what we do as citizens of the world leads to a more heightened awareness of the injustices and reasons for success in the world.

Thank you for this show, Vivian. I think I will print it out

Hi all,

As the author of the mentioned podcast… I just wanted to state that there definitely can’t be one true definition for critical literacy. I see it more as a philosophy, a perspective, and a most enlightening opportunity for our students if we consider it into our everyday teaching. Critical literacy is what you make it in your classroom and it should enpower our students to see things beyond the obvious.

The most profound idea that I took away from Vivian’s class is the idea that each of my classes should invoke a common theme for students to leave with. I don’t like the idea of my students thinking that my Algebra class was just about graphing lines and solving equations. I hope that my students can walk away from my Algebra class knowing ways to use their newly aquired math skills to model the world around them… there are just too many people with math phobias and shut it out because they can’t simply see the value in it.

-Will

Hi Will,

I am so sorry for my mistake. I only read the show this week and didn’t follow exactly what I needed to. I truly appreciate your thoughts and now that I have a better understanding of your background and work, I have to say I appreciate your words even more. Math never looked this appetizing to me and yes, I have math phobias especially when the material goes into Algebra that I was not shown as relevant to the world around me. Many thanks for your efforts and teaching and I look forward to hearing more about your work.

Carol

Thanks for the very informative and engaging exchange of thoughts and ideas everyone!!! Your comments are much appreciated. Let’s keep this CL conversation going!

vivian

It was interesting to listen to a podcast that was created and produced by 2nd graders. What a wonderful way to incorporate the various elements of literacy. The students had to read, write, speak, and listen in order to produce a show of there own. They thought deeply about the content and discussed a topic of relevance to children - friends. I would love to learn more about how the project was organized and can’t wait to hear the next, behind the scenes, podcast. This provides such a real-life way for students to practice literacy skills and to develop creativity. I also liked how the parts of the show were dedicated to humanities such as art, music, and jokes. Far to often in our standards-driven and premade curriculum classrooms we forget to incorporate such elements that actually get students excited about learning. Thanks for providing this example of a student generated podcast!

Hi Professor Vasquez,
As teachers it’s important to give children a since of ownership of their work. I think that having a pod cast for children can give their work purpose. There are lost of stories in our curriculum that have connection various pod cast that I could create. One example is a unit that covers our community. This would be a great way to motivate my students and to get parents involved. I am defiantly going to incorporate this in my student projects list.

Dr. Vivian,
Thank You so much for opening my eyes to critical literacy. The podcast with children was great. The children’s meaning of friends and friendship was in-depth and endearing. I was amazed how important friendship is to them and how they represent their meaning of friendship through different forms of expression such as art and song. I think sometimes as adults we forget how children think, feel and interpret. It is refreshing to put them back into perspective. Listening to this show made me aware of the many different layers of emotions and expressions children have and how well they are able to express them especially when they are in an environment that encourages them.

Bravo,
Andy

Dr. Vivian,

What a wonderful show about friendship! I really enjoyed hearing directly from kids how they think and feel about friendship. Their language was simple but their message was so deep. They love being friends and making friends with others. They were able to express themselves through song, art and spoken words. I especially loved hearing the kids talk about how they love to meet new friends and they are sad to see their friends move away. Maybe other kids that are moving to new places will feel more comfortable making new friends after hearing what these kids have shared. I also loved singing along with the Peanut Butter and Jelly song. It’s great that you have given the kids from 100% Kids a space to share with kids and adults all over the world.

Hi Professo Vasquez,

This was a cool class!. I liked the kids podcast and how they were able to take critcal literacy and make it mean something to them using friendship as a subject. They did not seem to have any technophobia at all. It has challenged me to consider using this medium for my highschool classes. It is alo amazing that students can get so bogged down with the technical aspects of a concept that they don’t realize they can explain things in more simpler terms. Keep up the good work!

I absolutely love the fact that your students are podcasting at such an early age. Introducing young kids to technology as such an early age is a wonderful thing because it immerses them into the cutting-edge society in which they live. These students are not only learning how to use technology, but they are learning how to work cooperatively with others, form and sustain friendships, start and finish a project, and articulate themselves properly. I also think that it is very significant that students are incorprating critical literacy in their pidcasts.
Listening to these kids encourages me to make an effort to introduce my stidents to podcasting or blogging. It would be cool to set up a blogsite where students post responses to various prompts about articles or books we are reading in class.

In our on-going efforts to expand the use of technology in the classroom, podcasting by children is amazing! I am constantly looking for ways to go beyond merely using our classroom laptops for more than researching and compiling presentations. I have thought about blogging, but a great interim step would be podcasting. One of the strengths of this form of technology is the variety of forms and subjects that can be brought into each podcast. 100% kids ran the gambit from student commentary, messages to others, music, art and, particularly engaging, second graders’ stand up comic routines. For a teacher who is learning the ins and outs of technology by the seat of her pants, podcasting seems to be a less complicated method of guaranteeing great student involvement and satisfaction with the final product. Thanks for this introduction to what should be a very diverse learning experiement for both my students and for me.

Thanks so much everyone! The 2nd graders will be thrilled that you enjoyed their show! It has been amazing to see the numerous literacies that have come from creating and participating in the show. This truly has been a cross-curricular engagement that has sustained genuine interest in learning. It also has a built in generativeness that creates space for further inquiry, research and exploration!

I’d love to know about podcasting you might do with your students!

Thanks Much
vivian

I was amazed by the children in this podcast. While I wondered if they really grasped the importance and power of what they were accomplishing, it was so obvious that they were having fun. It’s like eating Honey Nut Cheerios…they don’t realize it’s actually good for them!
As a teacher in an arts infused school, I was very pleased to see that, not only was technology being used to the fullest degree, but various media was brought into it,such as art and music. It was mind boggling and eye-opening! I am even more excited to use this technology in the classroom…especially if I teach kindergarten next year!

It was great to hear the kids enthusiasm in this podcast. This is a great way for kids to see how fun it can be to share what they like and don’t like about books. This is a great way for kids to see how literacy is a part of their lives. It makes kids feel successful and know that what they say, think and feel about litearcy is important. In addition, kids can use this fun website to share with family and friends. Podast are a fun way for kids to see for themselves and share with others how fun and exciting literacy is. I love it!!

Vivian,
When I think about the everyday texts that can be found at my school, one in particular comes to mind. It is a small sign that says “No Dogs Allowed” in red Crayola. It hangs on an interior door that just happens to be outside of my classroom. It is a remnant of the week when the kindergarteners practiced writing signs: “Gri Bash Rm” is another one of my favorites. I never paid attention to this sign before but after listening to this show I was taking a mental walk around my school and it caught my eye. First of all, no one ever posts a “No Dogs Allowed” sign at a school because it is common knowledge that you cannot bring a dog to school. Second, if you had such a sign it would be outside of the building not on an interior door. With these thoughts in mind, I try to think like I am five years old. This is what I came up with:
The most exciting thing ever has just happened to me: I GOT A PUPPY. She is so cute, small and black and she will play with me for hours and doesn’t get tired or have to stop playing with me to go do work. I love my puppy and right now I cannot think or talk about anything else. I have written at least three stories about her in writing workshop. The terrible thing is, when I have to go to school in the morning and mom has to go to work we have to leave my puppy in a cage. Mom says she likes the cage and that it makes her feel safe but I dunno…I would not like a cage. I am not allowed to bring my puppy to school so when Ms. M asked me to write a sign I angrily scribbled, “No Dogs Allowed” and I put it on the door behind the security guard’s desk because Ms. M wouldn’t let me put it on the outside door. This was the next best thing. I can’t wait to get home to play with my dog again.
Ha! Ha! I had fun trying to imagine where that sign might have come from. More to the point, thinking about the everyday texts at my school really opened my eyes to the fact that the artwork and signs and posters and books that decorate the walls of my school each have a story to tell and can convey meaning without saying a word.
Thanks and see you soon,
Rachel

What an interesting take on reading every day texts! Sometimes I think the more subtle messages are the ones we need to worry most about.

Thanks Rachel

Wow, I was thrilled and amazed to hear about how little Miles drew the doctor into buying a painting from his artist friend… It was really interesting to hear the vocabulary MIles used with you in referencing the roles of the artist, consultor, and business manager. I wonder where he and his friends heard those words and how they figured out how to associate them with the roles they had? I would say that there is a good chance that one of the students parents had exposed them to the idea of being a consultant or business manager.

As a math teacher, this really opened up my eyes (well, ears really) to giving students more meaningful context. Within, this mini business… Miles and his friends investigated interests through surveying, created a pricing structure, and marketed and advertised their product. This really is an applicable way of building a business.

For my Algebra I students, I give them a project where they must choose a product and survey 50 people (5 teachers, 10 other adults, and 35 students) about how much they would pay for their product of interest. After collecting and organizing all that information, the students must analyze the data by calculating the mean, median, and mode to determine the “fairest” price the product should sell for. They have to analyze the data, create graphs, and then write a little brief summary justifying their price.

Next year, perhaps we can take the project a little bit further by having the students come up with a marketing strategy or proposal and to use the data they collected, the visual graphs they produced, and the summary to present for a potential business plan. This way, the students could value the project in a much more meaningful way and understand the importance of surveying, analyzing data, and for creating graphical representations of data.

-Will

Hi Professor Vasquez-

“So common we do not carefully take notice of them.” When referring to everyday texts, we really do not notice what we are looking at. It is very important to really scrutinize what we absorbing from the world around us.

I love this moment that you had with Miles, he sounds like a future businessman, ready for a buyer. Listening to your synthesis of his actions and the curriculum is amazing. I am sure that the teacher your were observing took a great deal of time with the activity for the day, but your statement that Miles breezed right through, enlightens how sophisticated his organizational skills already are. If his age group needs to know how to classify and group, he already has it down.

I know that this student must be a DC-metro student by referencing “consultant” in his roles. Being from Utah originally, I did not know what a consultant was until I moved to DC after college. Picking that up, from his everyday texts speaks volumes about the place that he comes from. One can assume that either an adult in his life, or his other business partners’ lives works as a consultant.

This is a great story, and I love that he was trying to get you to buy the more expensive picture, way to stick to your original choice!

Lara

Hi Vivian,

Interesting podcast, I like the way you analyzed every line of your conversation with Miles. I have a couple of questions. In this podcast, you’re discussing everyday texts. What are the texts in this situation? Is it the role that MIles and his business partners have learned to play, presumedly gleaned from parents or other adults? If it is, I think this says a lot about role play in learning different discourses. In essence the students are bringing in something from their environment outside school, then learning about it and experimenting with it by playing the roles. It would be interesting to think about some different ways to first bring in pieces of discourse that are present in the different outside environments of students, and then let them explore using the language and communication structures needed to accomplish the tasks as appropriate for the role they are playing. Lastly, they can reflect on their interactions, why they made the choices they made. Instead of simply replicating what they see around them, they can step outside of the roles and explore the way language is used.

In fact, role play is used a lot in communicative methodologies to teach English to non-native English speakers. Why not use it for native speakers to explore in depth the way their first language is used?

Erin

After listening to this podcast I am immediately struck by the sophistication of Miles’s language choices and I can’t help but reflect upon how different the make up of the language used by students in one class can be to the language used by students in another class. I believe that it is important to connect the language skills that our children bring to the classroom with the language of the standardized curriculum but first we must make sure that we assess the language skills that our children already possess. In this way, we can then create more relevant learning opportunities that connect to our students personally rather than simply “privileging the traditional texts”. I agree with Luke that, “new literacies refer to new times and places where learners acquire literacy” and this podcast reminds me that, as a teacher, I must be aware of those different forms and contexts where my students come in contact with these everyday texts. I then must engage my students with those “untraditional” texts so as to enrich the standard curriculum and develop critical literacy conversations in the classroom. It is necessary that we as teachers highlight our students’ everyday texts so that we can help our students develop into critical beings, questioning those messages that surround them in the forms of advertisements on buses, trains, television, internet, radio, etc. If we do not bring these texts into the classroom to be analyzed by our students and we only adhere to the strict standards of our District’s curriculum, then we are doing our children a major disservice. Teaching our students how to negotiate meaning from the everyday texts that they encounter and allowing them to understand how to make choices with the language that they use and that they experience can truly create a population that critical examines the world around them. -Katie L.

While listening to this podcast, I couldn’t stop thinking about the artistic entrepreneurship that occurs daily in my own first grade classroom. Each afternoon, three fourths of my students choose to go to the “art center” during their free choice time (this year, Legos, blocks, and puzzles have played second fiddle to crayons, markers, glue, and scissors). The social heirarchy that unfolds at this time is remarkable: the students with the most artistic skill are suddenly heralded as kings and queens as the lesser skilled students scramble to sit next to them, copy every line they create, and beg for an original piece to take home. Thus, it doesn’t surprise me one bit that Miles and his friends would capitalize on this particular skill!

The way you retold your conversation with Miles made me smile; I could picture this precocious student with his mental wheels spinning. I was particularly interested in the way that the classroom instructional techniques and routines — the categorizing, role assignments, etc. — were reflected in Miles’ transaction. It’s always easy to see the obvious connections students make from lesson to life, but I appreciated this deeper analysis. As for the idea of everyday texts, I like that this account comes across as a postive example. I am often struck by how much seemingly inappropriate material my six-year-old students are exposed to. We are a class who worships traditional texts (books); I am now wondering how I can embrace the everyday messages in the world around us to create wholly literate children…

-Kate F.

I think that what stands out the most to me is Miles extensive vocabulary as well as his use of language. His use of language is not how the majority of students in my class speak at the beginning of the school year. Students have a tendency to use a lot of slang language in the classroom at the beginning of the year, however I teach them that the classroom is not the place for that type of language. I encourage the students to use standard English so therefore I model it for them within the classroom. Miles is very impressive.

Hi Vivian,

As an Economics major, I liked and was impressed to hear the aspiring businessman at age 7. I thought two things as I listened to your interesting interactions with Miles. He definitely has some natural tendencies towards business as he so easily put himself in the role of consultant, took surveys to know what people wanted, and basically constructed the essential foundation of a small business with himself as consultant to figure out what the consumer wanted, the artist producing the goods, and the business manager to keep track of expenses / revenue / profits. Secondly, I think that even if this student is a genius he must be mimicking a parent in the business world. It’s amazing that he was able to take such initiative and to be so business savvy at a young age.

I like what you say about “permeable curriculum.” Miles knew to go back to where he was supposed to be when the teacher was looking, but if this business was part of his school curriculum, if he was allowed to cultivate his natural interest how easy would his transition from education to work life be and how much more successful would he be as an adult???

Great stuff,
Natasha

podcast 36 cleanly illustrates the potential power of relevancy in the curriculum, and how it can really bring home ideas that we educators are trying to transmit to the students. the original idea of the class’ exercise was to sort and categorize depictions of insects using student-generated defining characteristics. however, Miles, Kyle, and Antoine took the concept a step further and APPLIED this to a scenario that was pertinent to their lives - making money! without a doubt, this is what we want our students to do; as an educator, it’s pretty evident that learning occurred that when a student can take a brand new concept and apply it immediately in their lives. in this case, miles discussed the ways in which he and his colleagues (at this point, why even say fellow students? they’re running a tight, little enterprise) had categorized interests of people, types of drawings, etc.

last, although the teacher didn’t berate miles and crew for “not” conforming to the original, scripted plan, from the podcast, it seems like they weren’t congratulated on taking the concept a step further. such actions also would have let them know that their ideas, while appearing to be contrary to the lesson, actually meshed seamlessly with it and were very valuable and applicable in the real world.

i expect that, one day, i’ll be working with miles, kyle, and antoine and calling one of them by the moniker “boss”.

Just realized I called Miles the consultant when in fact he was the business manager. I apologize for the error. Sorry about that, Natasha

Hi Professor Vasquez,
This idea of new text is something I try to install in my students. During dear time I try to sit in front of the class and read a news paper to show my students a model of reading current literature. My students often try to bring me new papers so that I can see that their paying attention to what’s happening. I have bunch of kid’s post that I give tem as an option. My students also write about current issues going on in the school.

I think this topic is so very important! I find it extremely important that students understand the relevance of what they are reading. I find that the lin is making the text we read applicable to the lives of our students. Isn’t Myles a clever little boy, I was absolutely amazed by his use of language, while also comparing him to the students I work with. I belive my students should be equipped with the knowledge and skills to use this type of language. The literature that we use in the classroom can serve as a great tool to introducing our students to new and different language. Language development also provides students with the opportunity to critically examine everyday texts. This podcast also directed me to the transactions that take place in my classroom daily and the understanding children have behind the interactions they are making with other students. My job now is to combine the three. Thanks for sharing.

What a great example of an everyday text! I found it interesting to see the ways in which these students were exhibiting such advanced skills, which they appeared to have discovered on their own. Miles and his colleagues had developed a working business, complete with techniquest to try to get the best sale from each customer. It was interesting to see that these were things that students were doing on their own. In school once, I had a project where I was asked to develop a business. My teachers arranged it so it fit iwth what we were learning in class, including some information about finance and managing a business. I still remember doing this and enjoying it. To me, what Miles, Antwan and Kyle have done is more meaningful, because they formed their system, doing research and dividing the jobs based on their skills. These students are mastering the desired skills though something they are invested in. Impressive kids!

Miles is a savvy young guy who seems to have a firm grasp of human resources and public relations skills. I would love to see how this student develops and how he performs in other areas of school.
In beginning a unit on persuasive writing I had my tenth graders examine print advertisements that they see every day. Students eagerly participated in a discussion about what they see advertised the most. Upon further study my students explored the psychology behind advertising, the uses of colors, fonts, and graphics. These are the everyday texts that they studied. I brought in a variety of magazines and asked students to identify ads that made use of each visual technique. Their findings surprised them as well as me. Many magazines that target this demographic sell candy, alcohol, and fragrances. Celebrity (or should I say has-been-celebrity) endorsements were also rampant.
In analyzing these texts I predicted that young people will become so savvy of persuasion that they become numb to it. The story of Miles heartens me because it illustrates a child who capitalizes on this saturation of media. At such a young age he recognizes these techniques and manipulates them for profit. The fact that he completed his class assignment and immediately went back into his pitch made this vignette even more of a pleasure.

Hurray!!! Great to hear Harste’s voice and thanks for putting clips onto your podcast Vivian! Loved hearing his latest thoughts on drawbacks of routinization, putting an edge on learning, multiple literacies, and reflexivity in social practice. He’s always been one who’s pushed my thinking so I appreciate the opportunity to hear from him! Mahalo!
Anna

WOOOOOW! And I really loved his painting! Can’t tell what the medium is (collage? sponge? acrylics?) but it’s lovely!

[…] http://www.bazmakaz.com/clip/2007/02/28/what-do-we-mean-by-literacy-now-_-show-33/ General […]

Most teachers are expected to fulfill curricular mandates. By using materials outside of the textbooks and the lessons that are provided by the school or district, a teacher can bring lessons to life. Lively discussions based on exciting books about critical literacy topics that students can truly relate to can fulfill mandated curricula even better than the tired, old lessons from the publisher of the text. By being creative, as Harste discusses, teachers can keep an edge on learning and will keep kids engaged. As a teacher, there is nothing more exciting than fostering a love of learning in a child.

[…] http://www.bazmakaz.com/clip/2007/02/28/what-do-we-mean-by-literacy-now-_-show-33/ clippodcast, critical literacy in practice, General, jerome c. harste, literacy, Literacy Researchers, Podcasts, vivian vasquez […]

Hi Vivian,
Listening to Dr. Harste again really helped me better appreciate what he meant by “putting an edge on learning.” It’s amazing how much how changed this last century, yet for some reason our schools haven’t evolved as quickly. When you see what young kids are able to do today with computers, you wonder why school curriculum continues to focus on rote learning from tired text books. Kids really are more interested in the new, but teachers are held back by mandates and limited funds. In the case of using computers and other innovative ways of using literacy, it really does boil down to the issue of access. Instead teachers have to get creative, fortunately there are a number of great books that address this technological divide and help teachers create a curriculum from a critical literacy perspective. Dr. Harste offers many insightful ways on how to bring curriculum to the 21st century.
-Kristina

It was a great pleasure listening to the Prof. Harste’s lecture on critical literacy. I agree with many of the points he made, particularly the ones concerning making-meaning and language from a critical perspectives. I think that all teachers should make a noticeable effort to include critical literacy in their curriculum and daily lesson plans because it helps our students become lifetime active learners.
Additionally, he described multiple literacies as how cultural groups induct their kids in literature through different ways. He also stated that various cultures value different types of literacies. What this essentially means is that we have to be aware of the cultural and racial backgrounds of our students in order to ensure their academic success in the classroom. For example, the way a Mexican or an El Salvadoran student is inducted into literacy may be slightly different from the way an Ethiopian or a Chinese student is initiated. Each culture has a value system that may be specific to that particular region, which the teacher may not be familiar with. In order to engage the cultural or ethnic diversity that may exist in a particular classroom, we have to use teaching resources (texts) and class activities that harness our students’ diversity. Additionally, we have to help students become active participants in unpacking some of the systems of meaning that exist in texts the students read.

This was a great topic, especially with the no child left behind act in effect. As an educator in todays’ society the cirriculum or framework is the bible. For an experience teacher that has been in the field for several years critical literacy is looked at in a different perspective. By any means necessray to reach your target goal, whatever it takes to help the student read critically. For a first or second year educator, this is very hard. Trying to get settled in with the routines for the day and year, along with finding out childrens needs and interest is very demanding. While all along, information about students becoming basic, proficient, and advance are in the back of your mind. Todays’ student can run through computer programs better than some of their instructors, but cannot critically read. are we focusing on the wrong type of instruction, or do we have the proper materials to teach these children? The internet, computer programs, gaming systems, and cable tv has educated some of our children today, so advanced in years, that we as educators almost have to deprogram them in a school setting to look at information more critically, especially literature.

I enjoyed listening to Harste and the wisdom he brings to educationI thought Harste’s comment on how children need to see themselves in the books they read is so true. As educators especially those new to the field we tend to use the books that are provided for us whether that be in our curriculum or within our school library. We follow the curriculum to a tee in order to ensure that our students learn what they need to and also to help us with instruction. It seems hard to find time to fit in the things that we really allow our students to think critically about literacy. This is something that most educators desire - its just hard to find the time and resources to obtain this goal. I think about a certain curriculum my school uses and how it presents what books the children should read at each lesson. Most of the children don’t like the books and and sometimes laugh at the lack of plot. How different would they see reading if they were given books which meant something to them and ones which they could see themselves in.

Dr. Harste’s insights were extremely interesting, and hit very close to home. I am so interested in his comments about how different cultural groups introduce literacy in different ways. As teachers, how can we best acknowledge and support these differences? I teach a very diverse group of first graders. Earlier this year, we spent a week talking about reading mentors and interviewing adults about their reading lives. When the kids brought back their interviews, I was bowled over at how differently families approach and value literacy. This year I adopted the workshop structure to teach reading. I have been floored at how empowered kids feel when they have choice over their reading materials and choice in how they process their reading with partners. When Dr. Harste spoke of the need for curriculum to be organic, I thought about the simple ways in which we can allow our students to create their own curriculum. If we have libraries that reflect a broad range of topics (not to mention books with diverse characters! His point about kids needing to be able to see themselves in reading is *so* true!) and are at students’ reading levels, if we allow time in our classrooms for students to talk to each other — in an unscripted fashion — about books, and we come together as a class for critical discussions around read-alouds, we are on the right path.
- Kate F.

Dr. Harste is current. In the field of education this often means “in step with policies of the last twenty years,” since education is a lumbering and slow moving organism. Just in time to incorrectly educate children who had been short-changed by by years of slimsy standards and shoddy teachers, NCLB burst onto the scene as the latest bitter pill. Hegel’s Dialectical Approach to History gives us some insight into what is going on here: every movement in history is a statement of something, a Thesis, an ideal that you can boil down to a simple, core belief. In this case, NCLB is about a nationwide standard for enducatos and children. The next step is for someone to formulate a response that speaks to the failings of this thesis, the Antithesis. Finally everybody puts their heads together and comes up with the best idea of them all, which combines the two halves, and is called the Synthesis. This Synthesis is then another Thesis, and so the process begins again.
So here we are with NCLB, a response to kids getting into high school without being able to read and teachers taking smoking breaks outside while yelling through the window, “I hear y’all in there! Shut up!” (This happened at my school six years ago). Unfortunately NCLB goes too far, asking children who barely speak English to take the same nuanced tests after a year in the country. So no VA schools WERE going to draw a line in the sand and challenge NCLB. Turns out we’re still pretty far from an Antithesis, as VA backs down under pressure to lose $17 million in federal funding. Does this mean NCLB goes ahead as planned? You know they kept educators out of the meetings when this thing was developed, right? Too much dissent from early on and Edward Kennedy doesn’t get his nice photo op signing the bill next to a smiling George Bush.
So, what next for this curriculum mandate? Dr. Harste’s great idea of developing curriculum with children is no where near where the US is going with this thing, unfortunately. Could you imagine a nation-wide order saying “Just develop curriculum with your kids, we trust you.” What’s great for a first grade teacher like me is that this thing is so unwieldy it can’t be enforced. I develop curriculum with my kids all the time in a school that pays a LOT of attention to the DC CAS and my certification.
My belief is that educatino should be passed right back to state control. This experiment was doomed to fail. Which businesses really take the interests and personal needs of kids into account, huge gigantic corporations, or the smaller endeavor that really needs your business and knows your face? This is an extreme example, but the federal madate for education has not and will not succeed due to the facts that 1) this country is far too diverse to hand down one way of doing things, like Dr. Harste sayds, and 2) this country is just too big for this to work. My best anitithesis–State control of education. Let the states compete for students like they have been. Watch districts get in line when it IS up to them. How about the Synthesis? How about federal control ot things like reduced lunch, graduation requirements, maybe driver’s ed., and the states handling everything else. Who knows?

I loved the reading conference at AU. The speaker was very informative and interactive. The books that were chosen and the tools we used, the graphic organizer, which was easy to understand help me put my thoughts together. I am sure it wil take my students some to get used to… but with some practice …. Here is my difficulty, developing a curriculum based on what the kids know for science, Honestly, if I depended on that… we won’t be able to get very far. But I could get a collective of different experiences. As we draw from their science experience, we build content around that. My favorite part of that day…playing with the clay. I have it as a must try for next year.

Hi Vivian,

I agree with Charles, the site re-design is very impressive and really does suit the essence of CLIP!

Thank you for give us not critical literacy people a little bit of background an a better understanding as to what critical literacy CAN look like. I know I\’ve been around this subject for as long as I\’ve known you (over 20 years) and it\’s still a little fuzzy around the edges.

Thank you for this show and I look forward to more \”Critical Literacy for Dummies\” in the future!

Andy Bilodeau
http://www.andycast.net

Love the updated postmodern look and design! And thanks for attaching that great article by Hillary Janks, I love having these resources–feel free to attach more! The 100% kids sounds wonderfully promising as well, can’t wait to see and hear how it’ll evolve. Very inspiring Vivian! It’s beginning to stir some ideas for ncte so please keep us tuned in!

Thanks Andy and Anna. I hope to be able to do more and more with CLIP and this site. I’m glad you like it. We recorded the first podcast which was very exciting for the second graders, their teacher and me. They even came up with ‘radio names’ and so forth. Carol, their teacher was telling me that the kids are saying they did some of their best writing for the show…so we’ll see how things unfold in the future.

I’ll keep posting resources !

vivian

[…] In This Show Dr. Hilary Janks’ Interrelated Model for Critical Literacy Upcoming Events and Unconferences […]

Hi

Bye

Hi Professor Vasquez-

I love that you are focusing on the “how to” of critical literacy. Those of us new to the classroom and critical literacy need some ideas from all aspects of this wonderful arena for learning. Most powerful was the quote of Janks, “…changing dominant discourses, as well as changing those that are dominant.” I will have to think about this for a while, how do you change those that are dominant? It is very encouraging to hear that you and Janks also promote such new resources in our classroom. Students, especially my high schoolers love to find things on the Internet, and YouTube has become an integral part of my teaching. I think that both you and Janks would approve.

I love that you redesign your site when telling us about how to redesign our classrooms. Looks great.

Lara

[…] Click the play button (below) to hear our Just One More Book discussion, pop over to the CLIP Podcast to hear the story unpacked from the critical literacy perspective, and then share your thoughts on the subject by posting comments on either of our sites (or both). […]

[…] Have you checked out the CLIP/JOMB Crossover Shows? […]

Students so need to develop alternate ways of responding to literature. They should ideally be able to find multiple and conflicting versions of every story. The different ways of students interpreting literature is what is interesting. In the book example used in this clip the main character doesn’t know what aspects of life he is missing out on until someone points them out to him.

Interesting show Vivian — as always! Here’s a follow up of my conversation with four second graders at lunch:
Me: Why do you think McD puts a toy in Happy Meals?
Girl 1: Because it makes you happy?
Girl 2: Because toys make children happy and we can buy more of them if we want.
Girl 3: So that we can tell our Moms to take us to McD (Carmen Luke, you are so right).
Me: Do you think McD is smart about putting a toy in there?
Girl 3: Yep, then we can buy more and collect all 17 things if they have them.
Me: So who benefits from that?
Girl 3: McD–so that they can make lots of money and get richer and richer.
Me: What do you all think about that? And do you think Happy Meals are healthy?
Girl 2: If you take the apples.
Girl 3: No wonder my Mom only lets me eat there once a month and sometimes not-even.
Boy 1 (who has been listening the entire time): I don’t care, I don’t care, I just want the toys and I’m still going to buy them no matter what.
There was more discussion about McD making lots of profit. Hardest for me was not trying to bias/sway them. The girls seemed to have felt wiser and informed but based on Boy 1’s adamant comment, there was no way he would chose otherwise. CHOICE–is that the ultimate end result?

Great review of Vivian’s book, NEGOTIATING CRITICAL LITERACIES WITH YOUNG CHILDREN in LANGUAGE ARTS (Jan. 2007 issue)!! Glad this book continues to get lots of press! Hip hip hooray Vivian!

Vivian,

That’s three weeks in a row CLIP has made me feel virtuous that our girls only whine “Can we go to the pub???”. Seriously.

Thanks!
Andrea

Andrea… LOL. A great way to start my morning! Thanks Andrea. As usual your comment is greatly appreciated!

vivian

I love what you did with your students Anna. It’s such a great demonstration of how such issues as those in connection with the Happy Meal cut across time and space.

Thank you so much for taking the time to create the transcript!!!

Much appreciated as usual.

vivian

Thanks for the heads up on the Negotiating review Anna. I didn’t know about it. I’m finally beginning to catch up with e-mails so expect a flurry soon!

vivian

My comment was mentioned on CLIP!!! I’m famous now!!!!!

Nice follow up show. I thought it wrapped up that idea nicely, though after reading these comments it sounds like you could do another show on Mikey D’s.

Andrea, when I ask my kids what they want to eat their responses are McDonald’s, or Subway, and all I wanted to know was whether or not they wanted peas or potatoes. Diane or I cook most evenings so I’m not sure why the kids always respond with a fast-food joint when asked that question. I guess it’s pop culture conditioning.

Vivian, could you mention simple ways parents could encourage literature, especially a love for books, and pre-reading techniques on a future show? Diane has her own ideas but it would be interesting it hear suggestions from teachers and parents in other geographically locations. The parents of her students ask her for suggestions all the time.

-Charles

Vivian,

I enjoyed this podcast. It raises interesting questions: why are dinky plastic toys/collectibles so irrestible for kids (and I would argue for adults too, just with different collectibles) ? I remember begging my mom for the most trendy toy, be it a cabbage patch doll or my little pony, and showing it off to others was of the utmost importance. I think its more than clever marketing on the part of individual companies. It’s the underlying value system that we have to examine. How do we judge “success” , “hapiness” or “self-image”? A lot of the time, we gauge these things by what we own, what we wear, etc. I remember what an Australian friend said once, he had already spent several years in the US and he said,” here I feel like a consumer, not a citizen.” Now I’ve never been to Australia so i don’t know what it’s like or how it compares on the level of consumerism. But I definately understood what he meant. Every second of the day, I feel like I’m being told to buy something. I’m told I’m crazy if I don’t buy this or that, or that I wont be “cool” or fashionable. So, it’s no wonder children model those patterns, as they are also being advertised to, and judged by their peers. Parents and teachers have an uphill battle competing with the surrounding environment, that’s why bringing these value topics out in the open for exploration and discussion is essential. Children have to be literate in regards to consumerism and advertising.

Erin

Hi Vivian,

I am very excited about the podcast’s recognition and then to hear your book has received more recognition. Not surprised about either!!

I also have to say I am really enjoying “getting to know” the people who follow your podcast and hearing/ reading their comments about the topics that come up. I take away ideas to try with my class and also view points that I need to think more deeply about.

Thanks for bringing us all together!!

Carol

“Vivian, could you mention simple ways parents could encourage literature, especially a love for books, and pre-reading techniques on a future show? ”

Thanks for the suggestion Charles. I will definitely work on such an episode

vivian

“I think its more than clever marketing on the part of individual companies. It’s the underlying value system that we have to examine. How do we judge “success” , “hapiness” or “self-image”? A lot of the time, we gauge these things by what we own, what we wear, etc.”

A very important point Erin. I think your comment speaks to the notion of what is bought and sold through commercial advertising and so forth. Specifically that when we purchase something we are purchasing something more than the object itself. What we are consuming are particular lifestyles.

I look forward to hearing more from you.
vivian

I’m glad you are enjoying the show Carol. I’m also excited to see you writing about this space as a site for possible networking!!!

Keep us posted!
vivian

Erin, I appreciated your thoughtful comments and the observation from your Australian friend. Outsiders really notice it.
Speaking of consuming particular lifestyles, I couldn’t believe how high-definition TV sales jumped by 30% just because the Super Bowl was being broadcast in HD. Whether young or old, how easily Americans get sucked in.