Books & Resources

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Community Outreach Literacy Practices After the March 2011 Earthquake

By Yoo Kyung Sung, University of New Mexico,
and Junko Sakoi, Tucson Unified School District

Toppan CSR Report_2012_P.9 copy

Last week we explored a range of Japanese picture books describing natural disasters. The books became significantly meaningful to children in Japan when the earthquake of 2011 occurred. Allowing time for thinking and talking about the earthquake through picture books developed even more meaning outside of school. Social outreach programs thru mobile libraries were essential for young readers as they, in part, ameliorated the effects of the earthquake for children who lost their schools and access to books. We’d like to explore the traveling library as a type of Japanese cultural artifact that will continue to be important in its future. Continue reading →

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Japanese National Trauma: Changing Trends in Japanese Picture Books Since the Tohoku Earthquake

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

tsunami-67499_640

“March 11th, 2011, a 9.0 magnitude earthquake takes place in Tohoku area including Fukushima, Iwate and Miyagi, 231 miles northeast of Tokyo at a depth of 15.2 miles. The earthquake causes a tsunami with 30-foot waves that damage several nuclear reactors in Fukushima. It is the fourth-largest earthquake on record (since 1900) and the largest to hit Japan… The confirmed death toll is 15,893 as of October 9 2015” (CNN Library, 2015).

The Japan Tohoku earthquake resulted in global environmental concerns despite the fact that earthquake originally appeared to be a limited “Japanese” event. Continue reading →

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Natural Disasters: What Should Children Learn?

by Yoo Kyung Sung, University of New Mexico & Junko Sakoi, Tucson Unified School District

hurricane-63005_1280This month we will discuss social meanings inherent in children’s literature, specifically addressing some recent global and national natural disasters that resulted in the heavy loss of human life as well as the destruction of homes.

Continue reading →

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Extending Read Alouds

by Megan McCaffrey & Katy Hisrich

CenterLearning does not stop once a story is read. A story should be read multiple times in order to know the story well. Learning experiences can and should go beyond the pages of a book. Whatever concepts, ideas, language, illustrations and so on should be further explored in order to deepen understandings. There are many ways to extend learning. Continue reading →

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Jacqueline: The Girl Who Found a Home in Words

by Melissa Summer Wells, Julia López-Robertson, and Gina Crosby-Quinatoa, University of South Carolina

Jacqueline Woodson

Will the words end, I ask
whenever I remember to.
Nope, my sister says, all of five years old now,
and promising me/infinity. (p. 62-63)

Our next stop on our tour of young protagonists searching for their places in the world brings us to Jacqueline Woodson, protagonist Continue reading →

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Enrique: The Boy Who Beats the Odds

by Gina Crosby-Quinatoa, Julia López-Robertson, and Melissa Summer Wells, University of South Carolina

Enrique

On March 2, 2000, he goes to his grandmother Agueda’s house. He stands on the same porch that his mother disappeared from eleven years before. He hugs Maria Isabel and Aunt Rosa Amalia. Then he steps off.
(p. 50)

This week we introduce you to Enrique Continue reading →

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Indigenous Children’s Literature: Stories Matter Part IV

By Angeline P. Hoffman, White Mountain Apache Reservation

native-american-264942_1280Stories of Indigenous people matter, the stories influence how we think about ourselves, where we come from and formulate the way in which we think about cultural perspectives and people.

In looking at storytelling, a sub-theme emerged: ethics and teaching. These specific ideas are utilized by storytellers’ characters to convey these particular values. Teaching is very important in today’s Native American society. Teaching of traditions, cultures and sense of place are practices that are passed on through Continue reading →

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Indigenous Children’s Literature: Stories Matter, Part 3

By Angeline P. Hoffman, White Mountain Apache Reservation

ChildrenDancingNatAMStories of Indigenous people matter. The stories influence how we think about ourselves, where we come from and formulate the way in which we think about cultural perspectives and people.

In Indigenous culture children emerge with clearly delineated, gender-specific roles, much like the distinct roles of adults. Continue reading →

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Indigenous Children’s Literature: Stories Matter, Part 2

By Angeline P. Hoffman, White Mountain Apache Reservation

Mary_Kim_TitlaStories of Indigenous people matter because these stories influence how we think about ourselves, where we come from, and help formulate the way in which we think about our own cultural perspectives and people.

A topic emerging from our culture includes the significant cultural roles represented within our communities and families. Elders play a critical role within Indigenous communities. One of the unique ways American Indian people obtain knowledge is through the direct teaching of elders. Continue reading →