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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.

Opening slide of Judi Moreillon's presentation Prejudice and Discrimination in the News, link below image
Slideshare Link: https://www.slideshare.net/jmoreillon/prejudice-and-discrimination-in-the-news Continue reading

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MTYT: The Bridge Home

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

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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.

Bibliographic info for The Bridge Home, also located at end of post Continue reading

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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

Cover for Moth depicts a silvery moth against a blue night sky with silhouetted treesMoth: 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

Authors' Corner

Authors’ Corner: Tara Chace

By Heather Lennon, NorthSouth Books, with Hannah Gill, University of Arizona, Tucson

Portrait of translator Tara ChaceTara Chace, a translator living in Seattle, has translated Norwegian, Danish and Swedish books into U.S. English since 1999. Angryman by Gro Dahle immediately draws a reader in because of its heavy use of imagery that captures the fear and sadness of the main character, Boj. The book tackles a heavy subject in a meaningful and important way. NorthSouth Books’ recent Q&A with Tara Chace can give readers a context to the work’s subject as well as an understanding of translating picturebooks more generally. In that interview (adapted here), Chace discusses the book and her career with translating, as well as Nordic books and the heavy subject matter that Angryman features. Continue reading

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MTYT: The Bone Sparrow

By Seemi Aziz, University of Arizona, Tucson, AZ and Celeste Trimble, St. Martin’s University, Lacey, WA

Subhi, who is nine, is a member of the Muslim Rohingya people of Burma and lives in an off-shore Australian detention camp. He was born there, unlike his sister Queenie. All he has known is the life in the detention camp. Barbed-wire fences and the brutality of the guards who oversee every moment of the campsite define his entire lived experience. His dreams at night and his ruthless reality during the day intersect in a never-ending labyrinth. The appalling food and living quarters, the enclosed spaces and the forever-watchful guards are what he knows as life. His family consists of his mother, sister and Eli (a boy who takes him under his wing, protects him from bullies and provides better quality food for him and his family). He meets a young girl who lives on the outskirts of the camp, and who has lost her mother recently. She is a prisoner of her own reality. Together both characters make sense of their lives.

The Bone Sparrow Bibliographic information is also listed at the end of this post Continue reading

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Developing Intercultural Competence with OIBs, Part 5: Taking Action to Support Lasting Change

By Susan Corapi, Trinity International University, Deerfield, IL

Over the last 4 blog posts, we looked at OIB titles that model different characteristics of an interculturally competent person. This week we look at the desired outcome: actions that benefit all (not just the cultural majority or the people in power) and support lasting change. Children can be amazing agents for change, and the titles this week demonstrate the ways characters take action.

Our natural tendency when we look for change agents is to look at heroes. A 2019 OIB title that fits that “hero” category is Peace and Me, written by Ali Winter, illustrated by Mickael El Fathi. The book profiles many Nobel Peace Prize winners. Some are expected (e.g., Mother Teresa, Malala Yousafzai) but others are less well known (e.g., Jean Henry Dunant, Fridtjof Nansen, Rigoberta Menchu Tum). Each one worked diligently to bring peace in their area of the world. However, this week the focus is more on kids who are not known as heroes and the action that they take, believing that they can have an impact on their world. Continue reading

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MTYT: Amal Unbound

By Seemi Aziz, University of Arizona, Tucson, AZ and Celeste Trimble, St. Martin’s University, Lacey, WA

In Amal Unbound by Aisha Saeed, Amal is an outspoken Pakistani teen who is confident in who she is. She lives in a small village in Punjab (the largest province in Pakistan comprising 62% of Pakistan) and is educated there. She wants to be a teacher and loves reading. She lives there with her father, mother and many younger sisters. Her mother is pregnant again and afraid that she will bear another girl. Amal happens to come in front of the car of the son of village elder and powerful local landlord, Jawad. She confronts the rude person and as a result the landlord calls in Amal’s family debts. Amal ends up in the landlord’s home as a payback. She befriends other servants as well as Jawad’s mother. She has it easy as she is only person serving the mother and not doing any menial labor. In her time there, she discovers criminal actions by the landlord and reports it. She ends up connecting with Asif (a U.S. educated teacher) in the village’s literacy center, funded, ironically, by the Khan family. This is where she learns that the significant family she works for is not invincible. Indentured servitude, class, gender and literacy are some of the themes this novel explores.

Bibliographic information for Amal Unbound, that is also listed at bottom of post Continue reading

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Developing Intercultural Competence with OIBs, Part 4: Feeling Comfortable Living in the Borderlands Between Cultures

By Susan Corapi, Trinity International University, Deerfield, IL

This week’s characteristic of intercultural competence is hard to “pin down” with good reason because it involves having a flexible mindset. Homi Bhabha, a Harvard professor who has written about this in his essay The Location of Culture (1994), calls it living in the present in the borderlands. He explains that instead of thinking of ourselves as belonging in certain cultures or spaces, we think of ourselves as in between, or the area between categories where things are fuzzy and we are redefining some of our identity. It is a place of tension–no doubt about it. But it is also an exciting place because it is an area of growth. It is a willingness to live in the messy areas instead of feeling the need to define everything in fixed categories. Continue reading

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MTYT: Internment

By Seemi Aziz, University of Arizona, Tucson, AZ and Celeste Trimble, St. Martin’s University, Lacey, WA

Continuing on the theme of displacement and its representations in young adult and children’s literature, we turn our attention to Internment by Samira Ahmed. Layla Amin is an everyday American minding her own business before an Islamophobic president of USA orders a round up all Muslims and throws them in internment/detention camps due to the faith that they follow. Layla’s father is a professor at a university and writes poems with revolutionary content. He loses his job and his books are burned. The detention camp that the Amins are relocated to is situated close to the actual detention camp that the Japanese internment camps were located in California. It is headed by a director who thinks he is above the law and orders attacks on the inhabitants and is deliberately cruel to the women. Layla takes action and riles up the rest of the teenagers in the camp to conduct demonstrations in order to be released from the camp. There is a national uproar as her blog posts and videos get out to the public, which brings reporters and other people to be stationed outside the camp and sends Red Cross workers in the camp as observers. Some guards (especially one in particular) and Layla’s Jewish boyfriend, on the outside help. It is a novel that has hope in its culmination.

Bibliographic info on Internment also listed at bottom of post Continue reading