Category Archives: Literacy

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Honoring Trailblazing Women

Global Citizenship Campaign for March

The following post was written by members of the NCTE Standing Committee on Global Citizenship.

“We cannot all succeed when half of us are held back. We call upon our sisters around the world to be brave—to embrace the strength within themselves and realize their full potential.”

—Malala Yousafzai

As the Standing Committee on Global Citizenship continues to consider ways in which teachers, students, and community members can increase our knowledge of what it means to be a global citizen, we turned to the status of girls and women for the month of March. In the United States, March serves as Women’s History Month, and the theme for Women’s History Month 2017 is “Honoring Trailblazing Women in Labor and Business.”

There are many trailblazing women to admire, and thus on a personal level, girls might be encouraged to consult biographies of women who have made a difference in the world of business and labor. Understanding what encompasses both business and labor would be a great start for girls in elementary and middle school, while addressing explicit ways young women might enter the world of business and labor would make for great teaching at the secondary and postsecondary levels.

The National Women’s History Project website is a great resource for learning more about female leaders throughout time. Nominations for this year’s honorees include Kate Mullany, who, in 1845, began the first all-women labor union, and Lucy Parsons Gonzales, who founded the Industrial Workers of the World in 1905.

In discussions about women’s history, exemplars of strong voices who disrupt the status quo can be found in clips from biographies on series such as PBS’s “American Masters”. This month ABC’s “When We Rise,” addresses issues of gender and gender advocacy and offers another great way to encourage students to become familiar with positive avenues for equity.

As transgender equity seems threatened, emailing congressional representatives as well as school board representatives and school district administrators about supporting transgendered students is one action students can take. Talking about such issues and the historic actions taken in the past to protect other underrepresented groups is equally important.

Using biography projects (see Pinterest and Scholastic) or encouraging innovations through inquiry projects that would make a change in people’s lived experiences (see The Better India and edTechTeacher), young people have a path to action. Inviting students to become participants in organizations such as Girl Up or Disrupt and Innovate can help them see that they can be the change we want to see in the world.

march2017englishjournal

Preview of English Journal: Black Textual Expressivities, Guest Edited by David Kirkland

The following post is by Julie Gorlewski and David Gorlewski, NCTE members and editors of English Journal.

Finding love in a hopeless place. This is an inversion of a post by Tressie McMillan Cottom, who blogged about the November 2016 election that resulted in Donald J. Trump being named president of the United States. The post, titled “Finding Hope in a Loveless Place,” reveals the deep knowledge that oppression and racism impart, a kind of knowledge that yields erasure, decimates hope, and yet inspires continuous struggle. How can we find love in a hopeless place? How can we seed hope in a national soil saturated in the blood of the oppressed?

We must ask such essential questions before they can ever be answered, but the asking is hard, lonely, uncomfortable yet courageous work. As English teach­ers, we understand that language and text are embod­ied tools that can serve either oppression or freedom. Spoken and written words reflect power and foment resistance, and schools—as political institutions— can proliferate oppression or nurture hope.

Hope, however, is not an innocent concept. As an expectation to those for whom hope in our existing system is irrational, hope is hypocritical. It becomes what Cottom calls “transactional hope,” and she argues that hopelessness is superior to transactional hope:

My hopelessness is faith in things yet seen and works yet done. Hopelessness is necessary for the hard work of resisting tyranny and fascism. It is the precondition for sustained social movements because history isn’t a straight line. It is a spinning top that eventually moves forward but also always goes round and round as it does. Those erasers applied post-mortem confuse us to this, blind us to the defeats that will come and ill prepare us for the reality that most of what we believe in will not come to pass in our lifetimes. A transactional hope is anathema to social progress.

In this issue, guest edited by David E. Kirkland, we seek to continue the struggle for hope. We are honored to share the work of authors who gener­ate and engage with texts that have risen from the soil of bondage and execution. These texts invite us to rethink the myths of meritocracy and inclu­sion. They are written with the blood and bones of people who forged their own ways to read and write, while being prohibited from literacy learn­ing, and for whom school achievement has required rejection of cultural values. In this issue, we aim to raise questions and to listen for questions that are not raised, because often the binding of a text excludes perspectives. We aspire to scrutinize the margins, give voice to the silenced, and read deeply between the lines. We plan to press the “undo” key until erasures are visible on the page and voices of students, families, and ancestors are amplified. And we dig into difficult texts to cultivate hope through language and action, and through the action of lan­guage. Hope grows as we struggle together.

As English teachers who will help students discover and hone the tools of literacy that will ei­ther oppress or empower, we ask that you open your heart to the challenges of this issue, and we hope that you will find love there.

Work Cited

Cottom, Tressie McMillan. “Finding Hope in a Loveless Place.” tressiemc. 27 Nov. 2016. https://tressiemc.com /uncategorized/finding-hope-in-a-loveless-place/

JulieGorlewskiJulie Gorlewski is chair of the Department of Teaching and Learning at Virginia Commonwealth University.

DavidGorlewskiDavid Gorlewski works with preservice and practicing teachers and conducts research on literacy and professional dispositions.  Both are former English teachers and members of NCTE, Julie since 2004 and David since 2001.

 

Living in an Online, Immediate, Political, and Very Visual World

slamlogoHere we are in 2017 with smart phones, computers, comic books, and so much more. A great deal of our world, and our students’, is online, immediate, political, and multimodal. How can we English educators teach students to live The NCTE Definition of 21st Century Literacies, to:

• Develop proficiency and fluency with the tools of technology;
• Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
• Design and share information for global communities to meet a variety of purposes;
• Manage, analyze, and synthesize multiple streams of simultaneous information;
• Create, critique, analyze, and evaluate multimedia texts;
• Attend to the ethical responsibilities required by these complex environments.

Enter the Studies in Literacies and Multimedia Assembly (SLAM) of NCTE  .

Like me, you may ask, “What is multimedia, anyhow?” SLAM cofounder, Antero Garcia responds in his blog,

“[M]ultimedia is not limited to simply things that can be downloaded, clicked on, animated. From exploring powerful transmedia narratives in comic books to supporting youth music production to designing and playing games that don’t require an electronic console (such as sports games, tabletop board games, card games, social games, and alternate reality games), the term “multimedia” means so much more than just the digital stuff that is filtered to us via screens.

“While we may often be hyper-aware of the digital demands in our classrooms, I believe that multimedia tools should be utilized in ways that foster powerful relationships between students, teachers, and the larger school community. As such, what relationships do you foster vis-à-vis the multimedia used in your classroom?”

Participants in the SLAM-hosted #nctechat “Beyond the Screen: Multimedia in the Classroom” add more.  slamnctechat

 

If you and your students are ready to take action in your communities, check out SLAM School,  a series of short videos for educators and organizers, providing

“guidance and instruction for using specific digital tools and curricular ideas to support civic engagement, protest, and discussion of the crucial issues that are shaping classroom and broader culture.”

Take a look and listen to the recent class on learning to use Facebook Live and Periscope:

and then proceed to the SLAM Assembly YouTube Channel for more.

And, there are SLAM Hangouts , featuring discussions on a variety of multimedia topics. I found Cheryl Ball’s discussion of Kairos, for which she’s the editor, and multimodal composition fascinating.

Speak Up survey after Speak Up survey demonstrates the disconnect students have between in-school and out-of-school literacies. More often than not this disconnect is not only technological but relational. We and they live in an online, immediate, political, and very visual world, and as humans we need to be in relationship. SLAM and its members are eager to share and learn together with us how to help our students utilize and examine in school the multimodal literacies they use after school.

24 most popular books for the African American Read-In

Each February since 1990, communities across the country have gathered to celebrate the African American Read-In. Gathering in schools, libraries, community centers, churches, and homes, people come together to read and discuss the writing of African American authors. After each event, hosts are encouraged to fill out a “report card” that details how many people attended the event and what books were read.

According to reports from the last several years, these twenty-four titles were the most frequently read. We’ll post an updated list of the most popular books from #aari17 after the report cards are all submitted in March.

#NCTEchat: Teaching Controversial Works of Literature

Hosted by: Jim Brooks, @TeachGoodThings

 

#nctechat: Teaching Controversial Works of Literature Feb. 19 8pm ET

Join us for a lively conversation about the challenging texts we choose to use in the classroom. Here are the questions we’ll discuss:

Q1 How do you select the texts you teach your students?

Q2 When is a text “controversial”?

Q3 What strategies have you found useful for exploring these texts in class?

Q4 How have you seen students benefit from grappling with controversial texts?

Q5 What supports do you find you need to teach such texts well?

Q6 How do you talk with parents / guardians / admin about the texts you use in class?

Q7 What’s one text that you’d like to learn how to teach and why?


Jim Brooks, host of #NCTEchat "Teaching Controversial Works of Literature" Jim Brooks is the language arts department chair at West Wilkes High School in Millers Creek, NC.  Among his many teaching accolades, he was the 2008 recipient of the NCTE Media Literacy Award.