Research in the Community

        When doing the four different research assignments, in a bookstore, in a library, in the media and online, I found a wide array of strategies used to promote children’s books as well as how people advertise for so many other items and activities using the themes, and sometimes the characters, used in children’s books.  The advertisements and commercials I found in the media were very interesting, especially because most of the products being promoted are not for children, yet kid’s stories are being used to describe them.  Online, I found some websites that seemed to be very helpful, especially those geared towards helping teachers to teach about critical literacy to their students, regardless of their age.  And at the library and bookstore, I was able to see how the specific way books are arranged and displayed make a difference, affecting the atmosphere of the space and the accessibility of the books.

         As I stated before, the advertisements that I found were all targeted towards adults but used children’s themes.  By incorporating these juvenile aspects the companies are accomplishing two things: bringing adults back to their happy childhood memories, making them want the product more, and catching the attention of children because they recognize the story and will probably tell their parent/guardian about the product or commercial.  While this is smart marketing, I think it should only be used for certain products.  Having a tampon commercial based on Cinderella is not a commercial I want to see, and not one that children should identify with.  Also, most commercials that use children’s themes in them are targeted at women.  There are some that could be unisex and a few that are for men, but the majority of these advertisements cater to women, using princesses and queens to do so.

         When I went to Barnes & Noble in Bethesda Row I didn’t really know what to expect because I had never walked around a bookstore with a critical eye, looking for specific details.  I was pleasantly surprised by the wide array of books offered and how most were equally accessible, both visually and physically. There were many sections that were specifically for books on certain cultures, each one with a tab stating the group of people/name of the area.  I also saw a lot of tables, with signs in the middles describing the books presented there.  Some of them were standard, such as “New Arrivals” and “School Reading Lists”, but others were different and eye-catching.  At the top of the escalator, there was a Hispanic Heritage table, showcasing books that ranged form children to adults.  There was also a table titled “Thought Provoking” which contained a variety of books, many being about religion and race.  There were also specific areas throughout the entire store that offered books in Spanish, which was really nice to see.  The “Barnes & Noble Jr.” section was great as well.  The area is clearly targeted at younger readers, having bright colors and specified seating areas.  On many of the bookshelves there were books that dealt with real life social issues, placed right alongside of the “normal” kids books.   Each section had a sign with a word or two describing the type of books there, and I saw some that really showed me that this bookstore cared about all of its different customers.  Sections that were only filled with Spanish books still had a lot of the mainstream books kids recognize and know, as well as books about Hispanic heritage.  I could go on and on about the children’s section of Barnes & Noble, evident by the fact that I spent about an hour in that section alone.  I know that I would really feel welcomed and encouraged to read if I were a child walking in their with my parent, and I saw this same feeling in many of the children’s faces and actions when they walked through the little archway into “their” bookstore. 

Children's Critical Literacy Websites

I thought I would post the websites I browsed on children's critical literacy in case anyone was interested in researching them more or couldn't find websites that fit the assignment.  I really like how some of the sites are set-up, some catering to a wide variety of viewers, including parent's, teachers and kids.

http://www.child2000.org/lit-tips.htm

National Children’s Literacy Project Website

http://childrenslitblog.blogspot.com/2009/11/critical-literacy-websites.html

Blog giving descriptions of different children’s lit. sites

http://www.reading.org/general/publications/blog.aspx?BlogTagID=b4fa25cb-2039-4a56-8293-7c7eeff6bb59

http://www.langandlit.ualberta.ca/Fall2008/Harwood.htm

Theoretical Defense of Critical Literacy for Young Children

http://www.pbs.org/wholechild/index.html

Parents guides, “ABC’s of Child Development”, for early childhood educators

Research in the Media

I just wanted to post the different links I found to commercials and advertisements used in the media, all representing an aspect of children's literature within them.

Hermes scarf Advertisement:

http://superqueen.wordpress.com/2010/04/25/fairy-tales/

Target Commercial:

http://www.youtube.com/watch?v=g5zUWaESb20&feature=related

First For Women:

3 Commercials - “Old Woman who lived in Shoe”, “Little Red Riding Hood”, “Cinderella”

http://www.behance.net/gallery/First-for-Women-Ads/645972

Diet Coke Commercial:

Rapunzel

http://www.indyarocks.com/videos/Charming-Rapunzel-as-Princess-in-Diet-Coke-AD-449706

Nokia Commercial:

General fairytale

http://www.youtube.com/watch?v=iql05nuAapc

Cingular Commercial:

Cinderalla

http://www.youtube.com/watch?v=IaVMYQK69Oo&feature=related

Banned Books

     Researching and then discussing banned books in class was a really insightful experience for me, and brought up topics that I had never really thought about before.  Once I visited some of the banned book sites, I realized the mass number of books ripped from shelves in schools across the country and the world. Looking through the list, I came across many books that I read in school, and that I know are still being taught.  When we discussed this in class, many others had the same realization, and we all wondered why specific books had been banned.  We read them a turned out fine, so why should they be banned?
    Well, one thing I realized is that some of the books that are banned are in specific areas of the country that may have different ideals than the majority of school districts.  Or it could be a case of parents complaining, and schools complying automatically, without thinking of the repercussions of their actions. We also talked about some activist groups that exist, trying to convince families that books like Harry Potter and a classic such as The Catcher in the Rye will encourage youth and teens to do things that are "against the rules" or not the social norm.  Why do they think that banning books will solve this, or even address the problem? The thing to do is NOT take these books away, but to embrace them and teach about the issues within the literature.  If a book addresses an issue about teens using drugs, it should not be pushed under the rug.  Instead, the teacher should create a space within the classroom to discuss the problems people have with the subject, and then talk about those issues.  By bringing the topic to the surface, teachers are helping the students to fully understand what the book is saying, and to delve further into prose.
    But of course, there are some stipulations to this and some books that have been banned may have been so for good reasoning.  If a book is too graphic and inappropriate for the intended age group, then the banning has validity.  Along with this, some books may be banned because someone reading it right off the shelf could cause problems.  For books like these, a context needs to be put in place for who can read them and when.  This is better for the reader because they will be able to understand the context of the book in a deeper way, as well as have the opportunity to discuss certain aspects of the text.
    I hope that in the future, more people will think about these options before outright banning books.  I have already spoken to friends and family members about certain books I found on the list, and they too were surprised.  My sister works for a publishing company, and she promised to look into the laws and rules on banning books, and I am very interested to see what she will find.

Possible book for critical analysis podcast...

For my Critical analysis podcast, I am strongly thinking of speaking about the book Black Like Kyra, White Like Me. In this book, a young white girl has her first encounter with racism, witnessing the way her family, friends and neighbors treat her new friend Kyra when she moves in next door.  Kyra and her family are black, and at first, the new neighborhood they moved to (which was supposed to be safer) was not welcoming or accepting of them.  Christy, the young white narrator, becomes overwhelmed, frustrated and sad by the way people treat Kyra and her family.  Her young age and accepting personality makes it hard for her to understand why people use violence and are angry about the new family moving in, and she openly asks her parents and Kyra's family about this.  Once the issue is spoken about and the two families meet and become friendly, the prejudices slowly fade away.  Christy learns that some people cannot accept those who are different from them, like her other two best friends (who eventually moved away), but other people can look beyond the color differences and see a person for who they are on the inside.  Within this book, issues of race are at the center, but family values, relationships and violence are also addressed.  I want to explore the specific wording used by the author to describe these events, as well as read the book from a child's perspective.

Quotable Quotes - "When The Emperor Was Divine"

"'You can't remember everything,' she said. 'And even when you can you shouldn't,' said the girl. 'I wouldn't say that,' said her mother. 'You didn't,' said the girl."

This conversation takes place while the mother is talking to the brother; a quick side conversation with mother and daughter.  When I was reading and came across these sentences, I stopped and re-read them.  The girl's comment is stated in such a matter-of-fact way, but I think she understood it's deeper meaning, which I picked up on as well. "...even when you can you shouldn't," she says about remembering things.  Exploring the notion that there are things that happen within ones life that aren't necessarily pleasant to remember, that shouldn't be remembered.  Including this statement in the book even before the girl, her mother and brother get to the camp is interesting and leads the reader to see that her father's arrest and other past experiences are so negative or painful that she wants her brother to know that he does not need to remember everything.  She could be telling him this as advice for the future, or applying it to things in his past as she seems to have done, or tried to do, with her own.  I found this statement very powerful because, unfortunately, there are things that can happen in one's life that should not be remembered.  Whether it is the memory of a traumatic event or highly negative thoughts you had, the specifics are not pleasant and event should not be relived.  While I think that the lessons and positive experiences that may have resulted from such traumas, such as learning to avoid certain situations, are important and should be remembered, I agree with the girl's statement about not always needing to remember everything.

"Life was easier, they said, on this side of the fence."

This is said by the girl as she explaining what the people who had been recruited by farmers and traveled to work in other places specified by the War Relocation Authority.  Some returned unscathed and without issue, but others returned with horror stories, vowing to never leave the camp area again.  The vast changes that swept through most of the United States in regards to peoples thoughts and treatment of the Japanese population is seen even in this little explanation.  Men and women come back with stories about signs that read "No Japs Allowed" and other restrictions and exclusions that were put on them in public places.  This directly correlates to the and segregation of blacks and whites - showing yet another time in history when fear and difference took hold of our leaders and influenced policy.  When one prefers to live in a confined and imprisoned area versus the outside world, there is clearly a major problem, and quite possibly multiple problems within the greater community. 

Chapter 3 & 4 - Comments/Thoughts/Questions

          When reading chapter 3 of Getting Beyond “I Like the Book”, there were a few points that stood out to me and I found very interesting. Among them, the most prevelant section was the one that discussed using books to encourage discussion and understanding of topics.  Along with this, by giving children the opportunity to read books that have themes addressing equality, justice and other important issues, you are also creating a space for them to explore these topics and discuss them with their peers.  As Epstein described, we must remember the idea of “children as active in the construction of their own realities and subjectives.”  This notion of recognizing that the students themselves are actively involved in their own learning and deconstructing of ideas is one that is extremely important and vital to have in order to create a strong and positive learning environment. 

             In chapter 4, I found myself very interested in "Lee's Six Sessions for Working With a Picture Book."  After reading the chart and descriptive sections on each session, I realized how helpful these ideas will be once I start teaching, and wish that I have seen them practiced more often.  I babysit for kids in grades Pre-K - 3rd, and I can only recall very few instances of them describing more than one of Lee's sessions as something they had done that day or week.  In order to teach the whole child and appeal to the multiple intelligences of your students, a variety of learning experiences and choices must exist.  By utilizing different types of sessions when discussing a book, you are allowing each child a more equal chance to thrive and learn, while also teaching different methods and introducing them to different styles.  The snippets of conversations that were included in certain sections were also helpful in understanding the concept as a whole, as well as showed it's direct effect and/or application to the students. 

Positioning & Being Positioned - Blog Post #2

My Names Are...
-Alicia, Ali, Leesh, Ya-Ya, Shash/a, (Baby) Garf & Garfalarf

Alicia: This is my first name and the name that most people call me, in both formal and informal settings.  I use this name to introduce myself to people as well as what all my important documents and any forms that require a name say. As is custom in Jewish tradition, I am named after someone from my family who passed away before I was born.  My mothers father, Abe/Abraham died a few years before I was born, and my mom and dad decided I should have a name beginning with an A to honor his memory. The only disadvantage that I feel with my given name is that sometimes people have trouble pronouncing it and/or spelling it.  It is not a particularly popular name though, so I do feel unique and never really run into the problem of being in class with another Alicia.
Ali: Ali is a name that is mainly used by my family members and my best friend from home, Sarah.  I never specifically asked for a nickname or shortened version of Alicia, but it somehow came to be around my early teen years.  In emails with my mom and grandma, they both address it to Ali.  I like that some of my family members have a nickname for me because it makes me feel closer to them and gives me a more personal connection.  With Sarah, she has just always called me Ali.  Whether we are talking on the phone, writing letters or see each other in person, she always says/writes/screams ALI!! Having her call me this, while none of my other friends do, gives us a sort-of unspoken bond.  A lot of people have the name Ali or use it as a nickname, so I am glad it is not the name I am called most often; but enjoy hearing it from the specific people that have used it for years.
Leesh: This is a nickname that many of my friends from home use as well as some of my friends and roommate here at AU.  Since the "sh" sound is in the middle of my name, this is a nickname that many people thought fit me, and was easy to connect to my real name.  It's not a name that I would introduce myself by, and I like that only people I am close to use it.  I wouldn't want someone I just met calling me Leesh, just because it is a nickname I associate with many of the close friends I have had throughout my life. It's also a playful and informal name, so I only like using it in those settings.
Ya-Ya: My godson, Sawyer, coined this nickname for me when he was about a year and a half.  Alicia is definitely a hard name for a young child to pronounce (his older siblings called me Aweesha when they were his age), and after hearing my name so much and seeing me all the time, he came up with Ya-Ya.  Hearing stories from his mom about questions he asked about me or things he said regarding me is always cute and exciting, because Ya-Ya is always thrown in there a bunch of times.  He is now three and can say Alicia, but he only does so occasionally.  Ya-Ya is a nickname that he mainly associates with me, and many times his mom or siblings call me Ya-Ya as well.  Because Sawyer thought of this name himself, it's really special to me and holds a lot of memories within it.
Shash/a: Shash or Shasha (depending on the specific person) is a nickname I acquired when I was fifteen.  The two girls I babysat for in middle and high school called me Shasha, starting because they could not pronounce Alicia and then it just stuck from there.  A few times the older girl would call me Alicia-Shasha, but Shasha was the main name the girls used for me, and soon after, their parents as well. I found it adorable and it is again special to me because they created it themselves.  Because of their nickname for me, my older sister Pam put her own spin on it and calls me Shash.  She found the way they said it adorable, and shortened it to Shash to make it her own unique name for me.  I call her a nickname as well, Pammo.  Having these special names for each other definitely add to our sisterly bond and also give us the opportunity to explain the unique names when others hear us say them.
(Baby) Garf: This is a nickname that also has a few varieties and are used by specific people.  For my Bat Mitzvah, all of my dad's closest friends got me a Tiffany's heart link bracelet with the name Baby Garf engraved on it.  My dad was known as Garf by his friends for the majority of his life, and everyone always commented on how alike were were and how close of a bond we have.  Based on this, they started to call me Baby Garf whenever I was with them.  The name faded in and out throughout my life, but was brought up and used strongly again after my dad passed away.  Everyone said that I was living my life with many of the ideals and actions that my dad led his, and that I had a lot of him within me.  Because of this, my dad's closest friends still call me Baby Garf when we are together.  Garf is a name that has been used mainly by two educators I have had; my seventh and eighth grade social studies teacher, Mr. Christopher Williams, and my college literature professor and mentor, Professor Adam Tamashasky.  Both of them know the story of my dad's friends calling me Baby Garf, and they both just started calling me Garf in class and via emails.  Having a nickname that has been used by many different people in my life is pretty cool, and makes me feel as if they will always remember me for many things, including the name Garf. Not too many people know the Baby Garf story, so having these two teachers use it in both an academic and friendship setting is somewhat exciting and nostalgic.  I like that is is a very unique name and that only a select few people use it, adding to its meaning.
Garfalarf: This is definitely my silliest nickname, and also the only one used by a single person.  My close friend Meg started referring to me as Garfalarf one day, and it really stuck! She refers to me with this name when she is talking to me, as well as when she is talking to others about me.  Some of her friends that I have never even met only know me as that! I like having a nickname that only one person uses because it really does add a special bond between the two of us. 

My Names Are Not...
-Alyssa, Alecia, Alicia Keys, Garfunkel


Alyssa & Alecia: These are two names that people call me accidentally, either because they cannot pronounce it or because they think it is said that way based on the spelling.  It happens frequently when I start new classes or meet people who have only known my name on paper or in emails. When professors take attendance, they normally pronounce my name wrong the first few classes.  I always correct them politely, but I feel badly sometimes.  I don't want to come across as pompous or rude, but I like the way my name is pronounced and want to tell them the correct way to pronounce it.  
Alicia Keys: Ever since Alicia Keys become a popular singer, some people call me Alicia Keys.  While I respect her as a singer, I don't like when people call me that.  A few people who I met in high school or freshman year at AU sometimes said, "Oh! Like Alicia Keys!," but I always explained that yes, that is the way you say it, but I'm just Alicia - no Keys.  There are some people from high school who I had choir class with and they still call me Alicia Keys, but since I rarely see them now that I live in Washington DC, it doesn't bother me as much.
Garfunkel: A lot of times when I meet new people and tell them my whole name, Alicia Garfinkel, I get references to Simon & Garfunkel. While they were also great musicians, I do not have the same name as them.  Also, I have heard that from people all the time while growing up, and it's just gotten old.  I have also been asked if I was related to him, which is annoying since the spelling and pronunciation are both different, but I just answer no and explain the differences.  Finally, I feel like some of the times I have been called Garfunkel have been by people just trying to mock and make fun of me.  


And those are all of my names and all of the names I am not!

Researching the Self

         While I have read many books throughout my lifetime, as a child teen and adult, only a select few stand out in my mind as making a difference and impact in my life.  When asked to choose just one of these books, I am somewhat torn, but know that When Bad Things Happen to Good People, by Rabbi Harold S. Kushner,  is the one that has been most meaningful in my life thus far. I've read it six times since it was first given to me eight years ago, and each experience I have when reading it is different and memorable.  
         The first time I read this book, I had just turned eleven and the Rabbi from my Temple gave me his copy of the book to read while flying to Florida to visit my grandma.  His main reason for loaning it me was that my dad had recently been diagnosed with a rare brain cancer, and this was my first time traveling away from him since the onset of his illness.  Reading the book during my vacation, I felt a sense of empowerment and readiness to be able to go back home and face the changes occurring in my family on a daily basis.
         Kushner explains that he wrote this book as someone who has a strong belief in God, but also has had intense encounters with depressing and unfair events.  He explains the illness of his child and talks about his immediate reactions to the shocking news, including thoughts about God. Reading about an adult and respected Rabbi having the exact same thoughts as I did was both overpowering and somewhat exciting.  I felt as if my feelings were validated, and that I was handling the immense changes that were being thrown at me with a degree of maturity. 
        Weeks after returning from my trip, my Rabbi and I sat down together discussing the book, and looking at certain passages that he highlighted and others that I thought were important.  He then presented me with a new copy of the book, saying he bought it for me to consult and utilize over the coming weeks, months and years because we both knew that there were more hard times to come; with both my dad's illness and other events that may occur as I grow.  Since that day, I have loaned my copy to family and friends, read it five more times, and learned so much each time.  I never thought that a book would impact my life this much, in both a day-to-day aspect as well as guiding my choices and feelings.  Kushner's words were introduced to me at a very vulnerable time in my life, and combining his book with the other influential people in life was definitely an experience I will never forget nor take for granted. In the introduction of the book, Kushner states that he always knew he would write a book like this, with a specific audience in mind.  He wrote it for "...all those people who wanted to go on believing, but whose anger at God made it hard for them to hold on to their faith and be comforted by religion.  And [he] would write it for all those people whose love for God and devotion to Him led them to blame themselves for their suffering and persuade themselves that they deserved it."  Reading these sentences each time I read his book help me to understand whatever situation I am in a little better, helping me to cope with the current problems while still feeling connected and secure with my religion.