Authors’ Corner: Darryn Joseph

By Nicola Daly, WOW Scholar-in-Residence, New Zealand Fulbright Scholar, University of Waikato

Darryn Joseph is an author/illustrator based in Aotearoa/New Zealand with affiliations to the Ngāti Maniapoto tribe. He is also a university senior lecturer (a professor in American terminology) of Te Reo Māori, the Māori language at Massey University in Te Ika a Māui, the North island of New Zealand. In 2003, he won an award for a short story written in Te Reo Māori and was then commissioned by Huia Publishers (based in Wellington) to write a sci-fi chapter book in Te Reo Māori. RT3: Ki Tua o Rangi Ātea (2004) led to two further books in a trilogy: RT3: Ki Tua o K-T-Pae (2005) and RT3: Ki Tua o Tāwauwau (2006). In 2010, Hewa won the Library and Information Association of New Zealand Aotearoa (LIANZA) Te Kura Pounamu Award for children’s books in Te Reo Māori. According to Darryn, “Hewa is about a boy who wants to help protect his family and friends from a baddie. It involves American military software, a futuristic battleship called the USS Barack Obama and artificial intelligences gaining sentience and self determination.”

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MTYT: Hurricane Child

By Michele Ebersole, University of Hawaii, Hilo, HI, and
Yoo Kyung Sung, University of New Mexico, Albuquerque, NM

Continuing with the theme of “sense of belonging” in books for young people, Michele Ebersole and Yoo Kyung Sung read and discuss stories that capture the dynamics of a community and reflect young people’s lives within a community as space. Sense of belonging is a process of understanding who you are and where you belong. This theme unfolds alongside a sense of isolation in Hurricane by Kheryn Callender.

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Inquiry into Global Nonfiction and Informational Literature: Student Learning Outcomes and Reflections

Judi Moreillon, University of Illinois, Urbana-Champaign

This post summarizes IS445 Information Books and Resources for Youth graduate students’ learning outcomes and reflections. I also included my brief reflection on teaching the course at the end of this post.

Small Group Collaborative Inquiry Projects
As noted in last week’s WOW Currents blog post, IS445 Information Books and Resources for Youth graduate students brainstormed topics and formed five inquiry groups. Topics for two of the five groups made natural connections to global books and resources: immigration and refugees. These topics grew out of the prejudice and discrimination pathfinder I provided as a model for students.

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MTYT: The Dollar Kids

By Michele Ebersole, University of Hawaii, Hilo, HI, and
Yoo Kyung Sung, University of New Mexico, Albuquerque, NM

Continuing on the theme of “sense of belonging” in books for young people, Michele Ebersole and Yoo Kyung Sung look to stories that capture community dynamics and reflect young people’s lives within a community as space. Sense of belonging is a process of making sense of who you are and where you are. This theme unfolds in The Dollar Kids by Jennifer Richard Jacobson and illustrated by Ryan Andrews.

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Guided Inquiry Design: Explore and Identify Phases

Judi Moreillon, University of Illinois, Urbana-Champaign

The Explore phase of the Guided Inquiry Design (GID) offers learners resources to browse, read or use to stimulate their thinking and prompt sub-questions related to the overarching inquiry question. A hands-on text set of books is one option. Students may also be guided to online resources that may further increase their interest in the overarching inquiry question. A combination of print and digital resources can be especially effective for today’s youth (and graduate students, too). This dip-in strategy is designed to deepen students’ background knowledge before they identify inquiry questions of their own.

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MTYT: Islandborn

By Michele Ebersole, University of Hawaii, Hilo, HI, and Yoo Kyung Sung, University of New Mexico, Albuquerque, NM

Michele Ebersole and Yoo Kyung Sung take on the theme of “sense of belonging” in books for young people, to capture different dynamics in stories of communities and also reflect young people’s lives within a community as space. Sense of belonging is a process of making sense of who you are and where you are. This theme unfolds in Islandborn by Junot Díaz with illustrations by Leo Espinoza.

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Guided Inquiry Design: Open and Immerse Phases

Judi Moreillon, University of Illinois, Urbana-Champaign

Before beginning our whole-class Guided Inquiry Design (GID) experience, I shared information about the eight phases of the process. Students also read a chapter from my latest professional book that describes the process in detail. I shared my experience of using the GID with K-12 students and in professional development activities for educators and librarians. I explained the purpose for modeling the process and let students know they would engage in small group inquiry projects later in the course and could also select an inquiry process for a choice project assignment.

Open: Prejudice and Discrimination
The “Open” phase of the GID is designed to stimulate learners’ curiosity, pique their interest, and invite them to join in the inquiry process. Educators often launch this phase by posing a question, problem or dilemma. The Open phase may begin with a read aloud, a selection of media or a short text that hones in on the inquiry topic or theme. The overarching or essential question for the inquiry can also serve as a prompt for connecting learners to the topic and opening and engaging their minds.

I launched our inquiry into prejudice and discrimination by sharing a photo montage of global current events images and brief print from newspaper and website headlines focused on children and teens who currently experience prejudice and discrimination. My goal was to focus students’ thinking on how global prejudice and discrimination impact today’s youth.

Slideshare Link: https://www.slideshare.net/jmoreillon/prejudice-and-discrimination-in-the-news Continue reading →

MTYT: The Bridge Home

By Michele Ebersole, University of Hawaii, Hilo, HI, and Yoo Kyung Sung, University of New Mexico, Albuquerque, NM

This month Michele Ebersole and Yoo Kyung Sung explore the deep and complicated theme of “sense of belonging.” Michele began by creating a text set with a focus of sense of Hawai’i. When she shared it with Yoo Kyung, it helped them explore that sense of place could be a sense of belonging, sense of responsibility, sense of excellence, sense of total well-being, sense of aloha, etc. Perhaps for New Mexico, it would take a sense of high desert, turquoise, Indigenousness, and sense of North and South. They think that “sense of belonging” may capture different dynamics in stories of communities and also reflect young people’s lives within a community as space. The four books they chose illustrate various faces of communities; they show that community is something you enter as a new member and sometimes you are a small community itself. Sense of belonging is a process of making sense of who you are and where you are. This theme unfolds with the four books presented this month through different characters and various locations such as India, Caribbean, and the U.S. They begin with The Bridge Home by Padma Venkatraman.

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Inquiry into Nonfiction and Informational Global Literature Focused on Prejudice and Discrimination against Children and Teens

Judi Moreillon, University of Illinois, Urbana-Champaign

This summer, I taught an 8-week online course, “Informational Books and Resources for Youth.” The students participating in the course were practicing school librarians or preservice school or public library children’s and teen services librarians. We “met” virtually face-to-face in the online classroom 2 hours each week. The primary course objective is for students to identify, curate and present purposeful, relevant, current, accurate, authoritative and inclusive print and digital resources to support collection development and provide curriculum and programming support. Continue reading →

WOW Recommends: Moth

Moth: An Evolution Story by Isabel Thomas chronicles the “change and adaption, of survival and hope” of the peppered moth during the 19th century, a time of industrial environmental changes. Thomas’ exquisite language use leads readers to explore the cycle of life of these moths. The moths emerged from cocoons, “skittered and swooped… and looped the loop all night long” before laying eggs of their own. These moths were typically spotted in nature as white and peppered with specks of dark, but sometimes they were born “with wings as dark as charcoal.” The lighter speckled moths slept on lichen-covered trees and had better camouflage from prey. “The dark-colored moths made a feast for hungry chicks,” because they stood out on the white tree branches. Industrialization changed the environment so that the air was polluted and trees filled with soot, which altered the survival of the light-colored moths. They were no longer camouflaged from their prey. Now charcoal-colored moths survived in abundance. This might sound like an end to the white-colored moth, but Thomas provides hope in this chronicle. Many years later people decided to be more aware of the environment by cleaning the air and burning less pollutants. Over time “both colors of moths find places to hide and survive.” Continue reading →

Worlds of Words

International Collection of Children’s and Adolescent Literature

Author: Rebecca Ballenger

Authors’ Corner: Darryn Joseph

MTYT: Hurricane Child

Inquiry into Global Nonfiction and Informational Literature: Student Learning Outcomes and Reflections

MTYT: The Dollar Kids

Guided Inquiry Design: Explore and Identify Phases

MTYT: Islandborn

Guided Inquiry Design: Open and Immerse Phases

MTYT: The Bridge Home

Inquiry into Nonfiction and Informational Global Literature Focused on Prejudice and Discrimination against Children and Teens

WOW Recommends: Moth