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Read Like You Mean It
Reblogged from Angelo State University’s Navigating Higher Ed blog:
Back when I was young and still played sports, a baseball coach told us our goal each day was to “practice like we mean it.” The idea, and it’s a cliché we’ve all heard before, is that championships might be won on the playing field but winning foundations are built in the weight room and at practice every day.
I’ve often thought we would be well-served to apply some athletic principles to academic activities.
Of course, it’s possible I just want to blow a whistle really loud during class and wear shorts to work.
The reality, though, is that hard work and intentionality transcend the activity in which you are engaged. There aren’t many jobs or hobbies where being lazy and haphazard helps you gain mastery. You might be the best athlete on the field or the smartest student in…
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Reading Free
Book bannings are as old as books themselves, but the fact that they persist into today’s America—an America packed with screens of every kind, screens allowing for easy internet access and thus access to any number of challenging, unusual, and even obscene materials—is simply mystifying to me. Yet still books are banned from schools and formally challenged by parents on a shockingly regular basis. Only this past September, Highland Park ISD (Dallas, TX) Superintendent Dawson Orr approved the suspension of seven books: The Art of Racing in the Rain; The Glass Castle; The Working Poor: Invisible in America; Siddhartha; The Absolutely True Diary of a Part-Time Indian; An Abundance of Katherines; and Song of Solomon.
To Orr’s credit, however (and after some impressive backlash from alumni, students, national media, and other parents), he canceled the suspension.
(qtd. from Melissa Repko’s “Highland Park ISD reverses book suspensions at high school“)
And while it’s upsetting, baffling, and ludicrous to ban books from students (at least in my humble opinion) in any circumstance (after all, if a book is really that troubling to a student, then let the student decide for themselves and ask for a substitute—not the parents), it is still impressive to see a leader not only take responsibility for a poor decision, but also take swift action to correct the mistake. According to Orr, he originally agreed to suspend the books after receiving feedback from hundreds of parents. But why did these parents feel a need to object so powerfully to these texts? Considering that kids can now get their fill of violence, abuse, sexual content, and hard language from not only the internet but basic cable as well, why would parents take such issue with their children encountering these kinds of materials in the thoughtful, more personal world of a book—especially when it’s to be an experience shepherded by a teacher, an experience intended to provoke deeper thought and consideration of such issues rather than simple titillation?
By now, most of us have read and come to love certain books that were once banned or challenged in the States for their content, books like Mark Twain’s (1884) The Adventures of Huckleberry Finn (first banned in Concord, MA in 1885 for being “trash and suitable only for the slums”); Toni Morrison’s (1987) Beloved; Ray Bradbury’s (1954) Fahrenheit 451; Ernest Hemingway’s (1940) For Whom the Bell Tolls; F. Scott Fitzgerald’s (1925) The Great Gatsby; Maurice Sendak’s (1963) Where the Wild Things Are; J.K. Rowling’s Harry Potter series; and even Dav Pilkey’s Captain Underpants series.(qtd. from Banned Books Week)
Dee Brown’s (1970) Bury My Heart at Wounded Knee: An Indian History of the American West, was also “banned by a school district official in Wisconsin in 1974 because the book might be polemical and they wanted to avoid controversy at all costs. ‘If there’s a possibility that something might be controversial, then why not eliminate it?’ the official stated.” (qtd. from Banned Books Week) This reasoning is, to me, one of the most disturbing of all. Not only is this thought process counter to all things educational, but it’s also one of the most despicable examples of “the easy way out” that I can think of, one of the most un-American, thoughtless, and cowardly.
And perhaps that’s the heart of the problem: cowardice. For what other reason could there be to attempt to ban information from kids? If material is truly that worrisome or potentially disturbing for particular children—perhaps kids who themselves have suffered abuses or traumas that would be too painful to relive through a book—then certainly there is cause to provide them with substitute options. But why should this mean banning certain books from all students of a certain school district? It’s fear—it’s the attempt to forcibly impose one’s beliefs and feelings upon others.
So, thank you to Superintendent Orr for taking responsibility and action to reverse a poor decision—thank you for agreeing to not impose the beliefs of some parents upon the children of all in your community. And thank you to all those school officials and parents who stand up regularly for their children and their children’s friends’ right to learn and explore without prejudice or fear. When we begin to fear information, education, and exploration, we become obstacles to progress—both our own and our society’s. We don’t have to like or approve of every book or be glad every book was written. But none of these feelings should give anyone the right to make such determinations for others.
Further Reading Suggestions:
- See Melissa Repko’s “Highland Park ISD reverses book suspensions at high school” with Dallas News for a breakdown of why each novel in particular was suspended
- “Banned Books That Shaped America”
- “Harry Potter Series – Selected Challenges”
- ACLU & Banned Books Week (2011): “Free People Read Freely”
- Lynn Neary, WYPR, “Too Graphic? 2014 Banned Books Week Celebrates Challenged Comics”
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Student Voices: Reading, Writing, and the Digital World
I recently came across Mission Viejo Library’s blog, Teen Voice, and was struck with a tutor’s inspiration!
But first, a bit on just what exactly MVL Teen Voice is:
“Mission Viejo Library Teen Voice exists to promote teen literacy. When visiting this blog, you can expect to find book reviews, book lists, author interviews, book trailers, and event reports for author talks and other related events.” – Written by and for teens, under the guidance of MVL’s Teen Services Librarian, Allison Tran
In other words, MVL’s blog is a place where teens not only get to actively create content, practice a variety of writing styles and essays for a wide audience, conduct research, and discuss what they’re reading with others, but they also get to read and engage with the work and writing of their peers—illustrating just how valid, adult, and important teen writing, reading, and research skills can be.
However, though the value of a teenager’s reading and writing skills is well and widely understood by teachers and parents today, this understanding does not always extend to the teen in question nor, unfortunately, always to the actual practices of said teachers and parents. This failing is tragically evident in the state of the U.S.’s adult reader population. As Megan Rogers explains in her article (Oct. 2013) “Troubling Stats on Adult Literacy” for Inside Higher Ed,
“The Survey of Adult Skills by the Organization for Economic Cooperation and Development shows that despite having higher than average levels of educational attainment, adults in the United States have below-average basic literacy and numeracy skills.
The U.S. ranked 16th out of 23 countries in literacy proficiency, 21st in numeracy proficiency, and 14th in problem solving in technology-rich environments, according to the OECD survey.”
In other words, despite how much lip-service we pay to the wonders and importance of strong reading and writing skills in the U.S., we’re doing a pretty terrible job of putting those words into action. Scholastic’s Ginny Wiehardt further elaborates on the vast importance and challenges of getting teens to read in the 2011 article, “Realistic Ideas to Get Teens Reading”:
“The National Assessment of Educational Progress (NAEP) reports that students who said they read for fun almost every day had higher average reading scores in 2004 than those who said that they never or hardly ever read for fun.
Junior high school and high school students who [don’t spend time each day reading for fun] could face significant setbacks in later life. Even those who don’t plan to attend college will need strong vocabulary and comprehension skills. In fact, one school administrator consulting with Scholastic recently indicated that a mechanic’s manual requires better reading skills than a standard college text. And throughout adult life, they will likely need to decode complex information such as healthcare forms and insurance documents.”
So, we know it’s important for teens to be exercising their reading and writing skills regularly, but how can we help encourage these practices, especially given how busy our young students tend to be (or at least think themselves to be) these days? Well, this is where that “tutor’s inspiration” I mentioned before comes into play.
While there are many options and many avenues for getting teens more interested and involved in extracurricular/fun reading and writing, learning from MVL Teen Voice’s example isn’t a bad place to start.
Thanks to digital tools like blogs, students are now able to interact with written texts in a wide variety of new ways, such as in the creation, collaboration, and reading of works by and with their peers. According to the Pew Research Center, 96% of AP and NWP teachers surveyed “agree (including 52% who strongly agree) that digital technologies ‘allow students to share their work with a wider and more varied audience’”; “79% agree (23% strongly agree) that these tools ‘encourage greater collaboration among students’”; and “78% agree (26% strongly agree) that digital technologies ‘encourage student creativity and personal expression.’”
In other words, students given the opportunity (using digital technologies) to write for, read, and interact with the written works of their peers are those most likely to see improvements in their ability to collaborate with others as well as in their exercise of creativity and personal expression—all of which make for stronger readers with stronger reading comprehension skills. Speaking from personal experience, as one who once kept blogs as a part of college courses and who has also been published in larger academic conversations, I can certainly say that when one knows that their audience is composed of their friends, classmates, and the incredible vastness of anyone surfing around the internet, it has a way of making you think more carefully about your words, style, arguments, and opinions. It has a way of better personally investing young writers in their research and audience. And when you start writing with one eye toward the integrity of your research and one toward your audience, you likewise become a better, more empathetic, more critical, and more analytic reader.
What’s more, and perhaps what lends these collaborative/digital writing and reading opportunities their greatest advantage, is the simple fact that if you have access to a computer or public (or school) library, then keeping a blog or other online writing forum is typically free of charge and easy to set up for immediate use. Computers, however, are by no means a necessity to making these kinds of collaborative, peer-oriented writing and reading opportunities available to students. Many schools and local libraries also host various writing clubs, extracurricular groups, elective courses, and much more that can help make these experiences and opportunities more available to students, computer or no computer.
Want more? Just take a look at some of these other examples of student writing, reading, and collaboration:
- Beyond the school yearbook, McKinney North High School (McKinney, TX) also offers its students extracurricular opportunities in Journalism as well as in a more generalized Writing Club (for both writers and visual artists!)
- Lovejoy High School (Lucas, TX) has its own student-oriented, student-driven, and award-winning! news source in The Red Ledger
- Allen High School (Allen, TX) also offers student-oriented writing, reading, and collaborative opportunities through their school newspaper (The Eagle Angle) and their Poetry Society
- And, as Emerson College has so generously shown here, there are a slew of student-driven literary magazines across the country with every type of focus, style, and submission/editorial policies imaginable
Bottom line? Get reading, get writing, and get moving!
Also, just for fun, here are a few of the awards Lovejoy’s The Red Ledger has won so far…
- Gold Star in the Interscholastic League Press Conference contest – 2014
- Best Website in the High School Journalism Day & Competition for the Dallas Morning News – 2014
- Best Series or Project for 14 Days of Love in the High School Journalism Day & Competition for the Dallas Morning News – 2014
- Gold Medalist in the Columbia Scholastic Press Association News Digital Critique – December 2013
- First Class with two Marks of Distinction in the NSPA Publication Website Critique Service – 2012
- Gold medal certificate from the Columbia Scholastic Press Association – 2008, 2009
- Best of Show Award from the National Scholastic Press Association -2007
- Many neighborhoods have neighborhood newsletters (some more formal and exclusive (insofar as the creation of material is concerned) than others), and there’s no reason why any one student, family, or club couldn’t band together to create and locally promote their own such newsletter