Student Connections

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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

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“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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Books for Read Alouds

By Dr. Megan McCaffrey and Dr. Katy E. Hisrich, Governors State University
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I do believe something very magical can happen when you read a good book.
-J.K. Rowling

While it is important to know how to read aloud, it is also important to know what to read aloud. There is a vast number of books for children. Ipso facto it may prove daunting and even difficult to make selections for a read aloud. Continue reading →

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Characteristics of Read Alouds

By Dr. Megan McCaffrey and Dr. Katy E. Hisrich, Governors State University

Last week, we discussed the importance and benefits of read alouds. We know that read alouds offer numerous benefits and have significant impact on a child’s literacy skills and language development. Now the question remains, “what are the best practices for a read aloud?” This week, we will focus on the characteristics of read alouds. This is includes the factors that one should consider when conducting a read-aloud. I think about this using a simple acronym: P-E-T. Purpose-Environment-Technique.

characteristics of read alouds

Little Roja Riding Hood by Susan Middleton Elya, illustrated by Susan Guevara

Continue reading →

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Learning to Listen through Enrique and Jacqueline

by Melissa Summer Wells, Gina Crosby-Quinatoa, and Julia López-Robertson, University of South Carolina
Refugee
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Even the silence
has a story to tell you.
Just listen. Listen.
(Brown Girl Dreaming, How to Listen #7, p. 278)

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We have enjoyed inviting you into the journeys of Enrique and Jaqueline as they made difficult choices, 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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Enrique & Jacqueline – Young Protagonists Searching for Their Place in the World: An Introduction

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

VulnerabilityThis month we invite you to join us as we discuss two YA novels we read as a part of a course on Reader Response theories this past spring; we will be discussing Enrique’s Journey (The Young Adult Adaptation): The True Story of a Boy Determined to Reunite with His Mother by Sonia Nazario and Brown Girl Dreaming by Jacqueline Woodson. Enrique’s Journey is the true story of a young teenager’s, Enrique, perilous voyage from his home in Honduras to find his mother in the United States. Continue reading →

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How Do We Choose Texts?

by Deborah Dimmett, University of Arizona

CUBAAs teachers, one of the tasks delegated to us is selecting texts for students to read. But, in choosing a text, we need to ask ourselves what it is we want the text to do for us. And, how will students be supported when they identify conflicting discourses—particularly those that conflict with the teacher’s original intentions? Continue reading →

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Providing Books for a School in Haiti

by Deborah Dimmett, University of Arizona

HaitiSchoolHaitian families struggle to send their children to school. Although there is no tuition for attending national schools, parents who earn $1 or less a day still have to find the means to purchase textbooks, supplies, uniforms, and pay the registration fees of $20 to $30 per year if their children are to attend school. Many families make the initial investment in their children’s education through Grade 3. However, the cost of schooling increases after 3rd grade. In fact, it is not unusual for schools to send students home who come without textbooks. Continue reading →