Reviewing the Year

Holly Johnson, University of Cincinnati, Cincinnati, OH

The Cardboard KingdomAs 2019 comes to an end, taking a second look at the books members of the WoW community recommended over the past year is a good way to see where we’ve been, and perhaps take a look at where we are going. WoW Recommends is a monthly book recommendation a member of the WoW community believes others should not only know about, but READ! Typically, the recommended books are published within the last two years, and are considered a must for global readers. Continue reading

IBBY Mexico: 40 Years of Forming Readers and Promoting Excellence in Children´s and YA Lit in Spanish

By Andrea García, Ph.D. Literacy Consultant, Pädi, Queretaro, Mexico

IBBY Mexico LogoThe International Board for Books for Young People (IBBY) is a well–established international presence for promoting reading and helping bring high quality children’s and young adult literature to readers across the world. Today, I want to focus on IBBY Mexico, and specifically to highlight their yearly guide to the best children’s and young adult literature available in Spanish. This is a resource that I know will become a favorite one for teachers, educators, and researchers around the world wanting to keep up with the latest trends and happenings in the publishing world in Spanish. Continue reading

The White Ravens: International Recognition of Children’s and Young Adult’s Literature Published in Spanish from Mexico

By Andrea García, Ph.D. Literacy Consultant, Pädi, Queretaro, Mexico

The White Ravens CoverShifts in demographics over the last decades reveal that the U.S. is the second largest Spanish–speaking country after Mexico. Data reported by the Instituto Cervantes in 2019, indicate that the U.S. has over 50 million Spanish speakers, including both native and bilingual speakers. It is no surprise that over the years that librarians, teachers, parents, and readers in general have expressed an interest in locating high quality children’s and young adult’s literature published originally in Spanish to respond to this growing demand from readers. Continue reading

Fundación Cuatrogatos: Promoting Children’s and YA Literature in Spanish in the United States

By Andrea García, Ph.D. Literacy Consultant, Pädi, Queretaro, Mexico

Fundacion CuatrogatosFor the last couple of years, I have been working as a teacher, educator and a literacy consultant in both Mexico and the United States. Through my work and conversations with teachers, educators, and parents in both countries, I know that there is still a great need to diversify the choices we offer our younger readers, particularly stories with authentic and contemporary representations of traditionally marginalized identities across ethnicity, race, gender, ability, and so on. Continue reading

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Finding Readers’ Voices through Listening and Reading Blended

Yoo Kyung Sung, University of New Mexico, Albuquerque, NM and Junko Sakoi, Tucson Unified School District, Tucson, AZ

Blended coverThis week we share the digital natives’ experiences in the 8th grade classroom with a print–based text and an audiobook from the classroom. Recently, fifteen 8th grade students at the Drachman Montessori K–8 Magnet School in Tucson read Blended by Sharon M. Draper (2019). They are going to read two different formats of Blended; the 320 paged printed–text reading that consists of 80 chapters and the audiobook listening that takes 5 hours and 42 minutes. The students read and listen to chapters in turn intentionally to challenge their reluctant attitudes towards printed texts that RPR (Reluctant Printed–Text Readers) have. Continue reading

Integrating Youth Culture for Youth Literacy

Yoo Kyung Sung, University of New Mexico, Albuquerque, NM and Junko Sakoi, Tucson Unified School District, Tucson, AZ

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Magee is one of the largest middle schools in Tucson Unified School District (TUSD) in Tucson, AZ. Approximately, a third of the 650 students with diverse backgrounds are attending Magee middle school. Students are provided with various STEAM opportunities (science, technology, engineering, arts, and math). The school also offers classes in areas such as theater, computer science, and robotics, among others. Above all, Magee’s library provides rich learning opportunities to digital native students in ways that are relevant to their cultures. The library has been responsive to changes in learning environments in school and society. Continue reading

Reluctant Printed-Text Readers’

Yoo Kyung Sung, University of New Mexico, Albuquerque, NM and Junko Sakoi, Tucson Unified School District, Tucson, AZ

The Last Book in the Universe CoverTwo Faces of Digital Prosperity
We saw them and decided to name them Reluctant Printed–Text Readers (RPR). RPR are comfortable with reading texts in digital spaces, but are readers who feel reluctant and resistant to reading printed texts. They do literacy practices in digital spaces, but don’t assess their literacy practice as reading because they usually read on those digital gadgets. They hardly enjoy reading texts on paper. In 2001, Marc Prensky claimed, “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach,” (p.1). Prensky’s expression of “change” indicates K–college students being digital generations whose surroundings are all some types of digital items such as music players, cell phones, video games, tablets, computers, etc. Thus, “Digital natives” grew to be an outdated expression since our students are now all “native speakers.” Now in 2019, we live in the digital era that “okay, Google” or “Alexa” can help you to take care of quick info search, running errands, and other life operations. Young people in our classrooms now have smartphones for their entertainment, research, socializing, reading, etc. Books are not a comfortable “thing” to some or many young readers. The fantasy book, The Last Book in the Universe by Rodman Philbrick (2002) may no longer be a fantasy. Continue reading

Water in Indigenous Children’s Literature

Celeste Trimble, St. Martin’s University, Lacey, WA

In Lakota language, water is called mni wiconi, literally “it gives me life.” Without water, there would be no life. Water is fundamental for every living being on this planet. Indeed, water, too, is living. Indigenous communities around the globe have always known that protecting and repairing water is essential for our survival. Stories of the the importance of water, its sacredness, and the fight of the water protectors are present in literature for children and young adults.

Water in Indigenous Children’s Literature Continue reading

Indigenous Crossover YA/Adult Fiction

Celeste Trimble, St. Martin’s University, Lacey, WA

When I taught high school English at a tribal school, the primary class novel I chose was The Round House by Louise Erdrich (Turtle Mountain Ojibwe), winner of the National Book Award for fiction in 2012. Choosing a whole class novel is never an easy task. It should be appealing to everyone (impossible). It should be able to be read and understood by all reading levels in the class (unlikely). It should be important, worthy of lengthy discussion, and worth convincing students that if they just give it a chance, they may like it, and see its worth. Of course, there is also the idea that we shouldn’t read whole class novels at all, allowing students to choose all their own books themselves, thus avoiding the above difficulties. However, for me, there is something deeply pleasurable and vital in having a shared reading experience and community dialogue around this reading.

Indigenous Crossover YA/Adult Fiction Continue reading