The Age of Technology

As our world moves forward and progresses through the creation of new technologies, the general population must move forward with it. As teachers and parents, we would be foolish to take for granted the extensive collection of tools available to us and our children on the internet. By taking advantage of the abundance of emerging technological tools, we can help foster a love of literacy in our students/children. "The Joy of Children's Literature" explains how digital texts are unique: "Digital texts separates the content from the way it is displayed, making the text flexible in several key ways. Digital texts offer varied visual displays such as font color, size, shape, and background color, and other displays such as audio and video can be offered" (Johnson, 343). The textbook also goes on to discuss how the reading experience can be enhanced by the links which provide important structural labels, semantic information, definitions of key words, and a variety of other learning supports. The internet offers a plethora of reading opportunities such as: online read alouds, online books, interactive storybooks, virtual meet the author, webcasts and podcasts of authors and illustrators, and many more. Some great websites for the classroom are listed below:

Librivox
Provides free audiobooks. Children's catalog offers almost 60 titles.

Literature.org
Over 200 free e-texts of the world's most famous novels, plays, short stories, poems, and more.

Storybook Web
Children can watch and listen to authors read excerpts from their stories and answer questions about their writing.

Sources such as these will not only spice up children's literary experiences, but it will also provide them with a broad range of skills and strategies that are necessary for success in the 21st century.

Shared Writing

There is more to literacy than just being an adequate reader. Learning to be an effective writer is equally important in the process of becoming a literate human being. One strategy that teachers can implement in their classrooms to enhance students' writing abilities is called "shared writing". In this strategy, the teacher and students work collaboratively to construct a text with a specific purpose. Some of these goals may include: retelling a read aloud, original stories or poems, book reviews, reflective journal entries, content area writing, class rules and the morning message, and many other purposes. According to the textbook "The Joy of Children's Literature", the goal of writing needs to be clearly conveyed to the class prior to the commencement of the activity. When children begin articulating their ideas and thoughts, the teacher will use a transparency or chart paper to paraphrase or expand upon their thinking, modeling how written language should look and sound. This method is beneficial for all students, including those who's first language is not English and those with different levels of ability. "These co-constructed bilingual texts are motivating, and students can read them easily. The familiar texts can be revisited multiple times to focus on phonics, word work, fluency, and other reading skills" (Johnson, 401). Clearly, shared writing is an excellent writing technique for teachers to incorporate in their classrooms.

Favorite Book

Every once in awhile, a book enters your life which changes or completely alters your perspective on the world. "The Perks of Being a Wallflower" by Stephen Chbosky was that book for me. I read it for the first time about seven years ago when I was in middle school, but have read it regularly every year since then. The author designed the story as a series of diary entries written by the main character, Charlie. Charlie is an introverted, socially-awkward freshman in high school who is struggling to discover himself. Through the help of his friends Patrick and Sam and a series of encounters with drugs, sexuality, and rape, he is able to get a grip on his life. The thing I appreciate most about this piece of literature is its honesty. At times it is disturbing, saddening, and down-right upsetting, yet it forces the reader to reflect on his/her own life and creates more analytical and introspective thinkers.

Recently, a trailer for a major motion picture adaptation of the book has been released. The movie stars Emma Watson, Logan Lerman, and Ezra Miller. The trailer can be viewed below.

Censorship

The First Amendment clearly guarantees every citizen freedom of speech. This right extends to books and other mediums of expression and communication. Despite this, individuals and groups constantly challenge pieces of literature that they find inappropriate and attempt to get them banned or restricted from schools and school libraries. The presence of such topics as sex, violence, racism, homosexuality, abortion, drugs, suicide, the occult, religion, politics, and offensive language, can put a book at risk of being censored or removed from children's libraries. In my opinion, this is ridiculous. I do not think an institution has the right to deny individuals of the freedoms which are promised to us in our nation's constitution. Although I understand that all people have different beliefs, values, and moral standards and should not be forced to be subjected to material that is grossly offensive to them, it is not the school board's job to be the judge of which texts fall under that category. Parents should be responsible for monitoring their children's reading and deciding whether or not they feel a piece of literature is suitable for them.

Additionally, "The Joy of Children's Literature" makes a great argument in favor of exposing young people to the realities of the world in which we live, and details what role teachers can play in this educational process: "English teachers must be free to employ books, classic or contemporary, which do not lie to the young about the perilous but wondrous times we live in, books which talk of the fears, hopes, joys, and frustrations people experience, books about people not only as they are but as they can be. English teachers forced through the pressures of censorship to use only safe or antiseptic works are placed in the morally or intellectually untenable position of lying to their students about the nature and condition of mankind" (Johnson, 193). The bottom line is- we do not live in a perfect world and children should not be shielded from the topics which they will no doubt encounter in their future lives. Although I do not promote the incorporation of blatantly inappropriate books which contain unnecessary and purpose-less sex, violence, profanity etc., in a school's curriculum, I do support the idea of suggestive themes and topics being openly discussed in the class within moderation, in order to teach students about the world. It is the job of educators to ensure that students have access to books that will challenge their ideas and broaden their perspectives.

Self-Selection

As a teacher, I plan on allowing time in our weekly schedule for independent reading. Sometimes our lives can get so chaotic, that we do not have the opportunity to read books of our choice for pleasure. In order to ensure that my students are not wasting their time pretending to read books that are not of interest to them, here are a few strategies that I will teach my children. These methods will help them eliminate books which would have caused them to become bored or distracted.

The "Goldilocks Strategy": Students are taught to classify books based off of their difficulty level. A book can be "too hard", meaning the child would like to read it, but he/she does not have the strategies for figuring out unfamiliar words and/or concepts. A book can be "just right", meaning the child is interested and has strategies to figure out most unfamiliar words and/or concepts. Or books can be "too easy", meaning the child has already read the books for fun. This technique allows children to make choices and make steps toward self-discovery.

The "Five-Finger Method": Students are instructed to open the books to any page and begin reading. As they read, the student puts up one finger for each word for which he/she is not familiar. If the student finishes the page and is holding up all five fingers, he/she will know that particular selection is too difficult.

It is my desire to familiarize myself with many more methods such as these to help my students become active decision-makers in their reading process.

Non-Fiction Texts

Biographies and informational books- also known as non-fiction literature- have never been too appealing to me. I am a rather weird person with a crazy imagination, so naturally I am more attracted to wacky, make-believe stories. Recently though, my eyes have been opened to the realization that children of all ages have a great appreciation for non-fiction books. In fact, according to much research and study, if given the choice, children would prefer to read this genre over fiction, time and time again. As a result of this finding, I decided to tackle my distaste for non-fiction works and explore its redeeming qualities, as well as applications for my future classroom.

According to The Joy of Children's Literature, nonfiction books should be included in classroom reading instruction for these reasons:
1. It offers a key to success in later schooling
2. It is ubiquitous in the larger society
3. It is the preferred reading material for some children
4. It builds knowledge of the natural and social world
5. It addresses children's interests and questions
6. It includes many important text features
(Johnson, 268).

Nonfiction literature teaches children information about many topics including nature, people and cultures, history, discoveries, hobbies, crafts, art, sports, and recreation. It mirrors and provides practice in the type of reading which adults partake in on a regular basis. And it also has the opportunity to spark literacy interest in students who are typically considered non-readers. With all of these things considered, it would be foolish of me to ignore such an important genre of literature.

Poetry

One aspect of literacy which holds a special spot in my heart is poetry. In high school, I took a number of creative writing classes which helped me to develop an appreciation for this art form like no other.
My studies of different poetry forms, classic and modern poets, and literary devices and techniques which would enhance my own writing abilities, caused me to become obsessed! It was like I had entered a rare and exclusive club, into which only few people had membership. In my opinion, no one else understood the possibilities for self-expression that poetry offered unless they had personally developed a relationship with the art form itself. This love influenced me to become the Chief Editor of my high school's Literary Magazine: Expressions, which won first place in the nation four years in a row. The following is an example of a poem I wrote in high school which was featured in our school's journal:

Fingers effortlessly glide across the once dormant and cold keys
breathing life into the pristine plane of blacks and whites
a perfectly executed symphony
coupled by the soothing velvet harmony of a crooner's voice
he steadily taps his foot, snaps his fingers,
to the collective h e a r t b e a t of the room
the blinded crowd, intoxicated by the fluidity of his liquid poetry
the facade wrapped in a canvas of treble clefs and crescendos
a love-struck audience unable to come close enough to smell the stench of liquor permeating from his palate,
the cigarette smoke nestled within the fibers of his illusion-pressed tuxedo
they're unable to look beneath the carefully tipped hat concealing the bloodshot and tired eyes of a man rotting from booze and nicotine
one who will stumble through the dark alleys mumbling obscenities only one last time
leaving the now warm keys longing to be played by the cold and lifeless body lying in the gutter


Since I have a particular love of poetry, I will certainly aim to instill a similar passion in my future students. The Joy of Children's Literature suggests a number of good ways to do so:

-Read poems aloud to children with energy, passion, and delight.
-Schedule times for poetry reading by groups of children and by individuals who are ready to share. Join in with the children, clapping along, tasting the words. Sing and chant poems aloud and alongside the children, letting the joys of language reach them through the ear and the eye.
-At the classroom listening center, provide recordings of poems on CD or from websites.
(Johnson, 236).