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Story and Place: Discovering the Rio Grande Valley through Literature, Part 3

by Janine Schall, University of Texas-Pan American

The Rio Grande Valley (RGV) of South Texas is a place of movement and change. As a Midwestern native now living in the RGV, I joined a history of immigrants to the Valley since the mid-1700s. Today emigration and immigration continues as Americans move to the RGV to pursue business opportunities, Mexicans move for economic opportunity and to flee drug cartel violence, and migrant farm workers harvest crops in the RGV in the winter and travel to other agricultural areas in the summer. Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature

by Janine Schall, University of Texas-Pan American

When children see their lives represented in literature, it shows them that those lives are worth representing. This holds special importance when children come from cultures or areas that are historically isolated, overlooked, or oppressed. The Rio Grande Valley (RGV) of South Texas has been all three. Because of its rural and isolated location, in many ways the RGV has had closer connections with Mexico than with the rest of Texas or the United States. Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature

by Janine Schall, University of Texas-Pan American

In 1992 I left my hometown in Indiana and moved 1500 miles away for a teaching job in the Rio Grande Valley (RGV) of South Texas. In doing so, I discovered a unique geographic and cultural region of the United States.

The RGV, informally called the Valley by locals, is located at the southern tip of Texas along the northern bank of the Rio Grande River, which marks the border between Texas and Mexico. It is not actually a valley, but a floodplain. Land developers in the early 20th century called the area “The Magic Valley” in an effort to promote the region to settlers and investors. Originally home to bands of Coahuiltecan Indians, the Spanish were the first Europeans to arrive in the area in approximately 1750. The area remained under Spanish control until 1836, when it became part of the new Republic of Texas—at least according to the Texans. Continue reading

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English/Spanish Codeswitching in Children’s Literature

by Janine Schall, University of Texas-Pan American, Edinburg, TX

I Love Saturdays y domingos

I spend los domingos with Abuelito y Abuelita.

Abuelito y Abuelita are my mother’s parents.

They are always happy to see me.

I say: –¡Hola, Abuelito! ¡Hola, Abuelita!—as I get out of the car.

And they say: –¡Hola, hijita! ¿Cómo estás? ¡Hola, mi corazón!

I Love Saturdays y domingos
Alma Flor Ada

“I love to see that my language is valued and that my ELL students are offered booksthat they can connect to.” – Gracia

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Responding to Literature in the 21st Century: Challenges and Resources

by Janine Schall, University of Texas-Pan American, Edinburg, TX

I hope that through reading the previous four blog posts you became more aware of available technological resources for literacy classrooms. In this last blog post for November, I will briefly discuss some challenges facing teachers who want to use 21st century technological tools in their classrooms. I end with some online and print resources for those who want to explore these issues further.

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Responding to Literature in the 21st Century: Tools to Share Current Understandings

by Janine Schall, University of Texas-Pan American, Edinburg, TX

Scarlet Letter Prezi

What happens after the book is read and the discussion is over? How do students share their current understandings of the literature? Presentations and reports have also moved into the 21st century with a number of technological tools available.
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Responding to Literature in the 21st Century: Tools for Collaboration

by Janine Schall, University of Texas-Pan American, Edinburg, TX

We know that collaboration can help students create more sophisticated responses to literature. As students think together through oral or written dialogue they hear multiple perspectives, challenge others’ thinking, and revise initial responses. While children have always talked with friends about the books they read, today reading is increasingly social in new ways. Informal talk on the playground is being supplemented with a variety of online resources. For example, a very quick Google search brought up multiple online sites for fans of the Harry Potter series, including a message board, wiki, and fanfiction site.

These sites are sometimes run by a publisher or author, but they are often started by children and adolescents who want to share a reading experience with others. These children are building, maintaining, and moderating the sites. In addition, they are contributing a tremendous amount of content through writing, artwork, and video.

It is clear that children love to talk about books with other children in these informal, out-of-school contexts. How can teachers harness some of that impulse towards social interaction to support thinking about literature in school as well? In this post I will briefly discuss three online possibilities that can help with this: social networking, wikis, and voicethread.
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