by Carmen M. Martínez-Roldán & Amy Olson
The Poet Slave of Cuba: A Biography of Juan Francisco Manzano, by Margarita Engle (2006)
Last week, we started featuring and commenting on literature that represents the experiences of Afro-Latinos and Afro-Caribbean communities Continue reading
By Carmen M. Martínez-Roldán & William García
Latino children’s literature in the United States refers to literature written by Latino and Latina authors, whether in English or Spanish and regardless of the topics they address (Ada, 2003). Giving the great intragroup differences in social class, immigration patterns, and language practices among Latinos, we would expect Latino literature to reflect such diversity, but there is still a long way to go to meet that goal. Continue reading
By Charlene Klassen Endrizzi with Karen Matis
Open minds Operate best.
Critical thinking Over tests.
Wisdom can’t be memorized.
Educate! Agitate! Organize!
Nagara, 2013
Innosanto Nagara’s ambitious declaration parallels Eel’s change of heart which initiated Karen’s and my month-long investigation into Responsible Citizens and Workers. A is for Activist embodies an edginess designed to encourage teachers and students to contemplate action. Our classrooms need to include more moments of agitation where teachers and students are nudged to evaluate their current lives and ponder civic responsibility. Continue reading
By Karen Matis with Charlene Klassen Endrizzi
“I am constantly overestimating and underestimating the human race.”
from The Book Thief by Marcus Zusak, 2012
Death, an unconventional narrator, contemplates this final thought in Marcus Zusak’s historical fiction novel The Book Thief. In the context of World War II, these words offer a blunt description of a citizen who stands up for what is right and the possible unfortunate consequences of becoming an advocate for others. This week we continue our investigation of Responsible Citizens alongside a different seventh grade class studying The Book Thief. I offered this rhetorical question to help students contemplate Zusak’s thoughts related to their lives: “With which group do you want to be associated? the overestimated, popular opinion, or the underestimated, who labor against the grain to enact positive change?” Continue reading
By Karen Matis with Charlene Klassen Endrizzi
One fascinating aspect of the seventh graders’ questions during our conversation after the author Skype was their curiosity regarding specific vocabulary (such as “cesspool” or “costermonger”) used by Hopkinson. I think Dr. Matis’ Word Wall was a great tool for students, allowing them to discuss and learn new words.
Ben Gaul, history preservice teacher
This week we continue our exploration of what it means to be responsible citizens using The Great Trouble, Stolen Dreams, and companion web resources. My two seventh grade classes started our exploration of The Great Trouble with a Word Wall. Like Ben noted, I also see students’ engagement with texts increase if we collectively analyze unfamiliar words. The first word selected to place on our wall was “mudlark,” a term introduced and defined on page one. Readers eagerly contributed to the wall when they came across new vocabulary. To help students connect to words of low practical use but an integral part of understanding The Great Trouble, we acted out new terms or mimicked facial expressions to physically demonstrate a word’s meaning. Continue reading
By T. Gail Pritchard, Ph.D., University of Arizona
In this final week of February, I’m continuing Melissa’s look at U.K. award-winning books, in particular the Costa Book Awards. Frank Cottrell Boyce’s The Unforgotten Coat began as an exclusive for The Reader Organisation for their 2011 book giveaway. With 50,000 copies distributed throughout the U.K. and the rest of the world, this brilliant 112 page novella was shortlisted for the Costa Book Awards in 2011, was awarded the Guardian Children’s Fiction Prize in 2012, received The Deutscher Jugendliteraturpreis in 2013, was on the IBBY International Honour List in 2014, and was a starred review for both Kirkus and Publishers Weekly.
By T. Gail Pritchard, Ph.D., University of Arizona
This week’s blog focuses on the 2013 Costa Children’s Book Award winner, Goth Girl and the Ghost of a Mouse, written and illustrated by the U.K.’s Children’s Laureate Chris Riddell. The Costa Book Awards honor authors in the U.K. and Ireland in five categories: First Novel, Novel, Biography, Poetry, and Children’s Book. One unique aspect of the Costa is that it “places children’s books alongside adult books.” The 2015 Children’s Book Award winner, The Lie Tree by Frances Hardinge (reviewed by Melissa in this month’s blog) was also the 2015 Costa Book of the Year. Continue reading
by Melissa Wilson, Leeds Trinity University, Leeds, West Yorkshire, UK
This is my last week blogging from a small and crowded island; the book I am discussing is called The Lie Tree, written by Frances Hardinge, who is a popular and well received author in the U.K. Like the other texts I have discussed, this one won an award, The Costa Book Award in 2015, and is in the fantasy genre. And like the other two novels, it is being marketed for young adults, although I question this designation. Though the protagonist is 14 years old, she is a chaste and sexless adolescent, and I subscribe to what Karen Coats has said about YA fiction: what makes it YA is the sex. Continue reading
By Melissa Wilson
This week’s text is a young adult novel by Patrick Ness called The Knife of Never Letting Go. While searching for book reviews I saw that its genre is called “speculative fiction,” a term with which I am unfamiliar. What I discovered with more searching is that it is a literary category that comprises science fiction and fantasy, but it is a bit more Continue reading
By Melissa Wilson
As the purpose of World of Words is to “to build bridges across global cultures through children’s and adolescent literature,” I would like to use this month’s WOW Currents to employ adolescent literature from the United Kingdom as a way to examine the similarities and differences of cultures from two different countries that share the same language (although the English may not agree about the “same language” assertion). Continue reading
