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In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Bibliotherapy uses literature to facilitate therapeutic conversations and promote emotional well-being. One school counselor recommends bibliocounseling for affinity groups where students can share their everyday struggles.","status":"publish","parent":0,"modified":1713290987,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":714},"headData":{"title":"How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School | KQED","description":"A school counselor shares how she uses bibliotherapy in affinity groups where students can share their everyday struggles.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A school counselor shares how she uses bibliotherapy in affinity groups where students can share their everyday struggles.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School","datePublished":"2023-09-20T10:00:02.000Z","dateModified":"2024-04-16T18:09:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Like many school counselors, Christina Tillery had trouble reaching kids during the first year of the COVID-19 pandemic. In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school","authors":["11759"],"categories":["mindshift_21357","mindshift_21280"],"tags":["mindshift_21617","mindshift_21322","mindshift_21202","mindshift_21342","mindshift_972","mindshift_444","mindshift_20865","mindshift_550","mindshift_21337","mindshift_943"],"featImg":"mindshift_62413","label":"mindshift"},"mindshift_62154":{"type":"posts","id":"mindshift_62154","meta":{"index":"posts_1591205157","site":"mindshift","id":"62154","score":null,"sort":[1691553654000]},"guestAuthors":[],"slug":"proven-classroom-strategies-for-winning-over-reluctant-readers","title":"Proven classroom strategies for winning over reluctant readers","publishDate":1691553654,"format":"standard","headTitle":"Proven classroom strategies for winning over reluctant readers | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Authors Brenda J. Krupp and Lynne R. Dorfman write that creating lifelong readers requires more than in-class reading time. It begins with a classroom community where readers can meet, discuss, debate, and borrow each other’s ideas.","status":"publish","parent":0,"modified":1691553455,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1612},"headData":{"title":"Proven classroom strategies for winning over reluctant readers | KQED","description":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Proven classroom strategies for winning over reluctant readers","datePublished":"2023-08-09T04:00:54.000Z","dateModified":"2023-08-09T03:57:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","authors":["4354"],"categories":["mindshift_21491","mindshift_194","mindshift_193"],"tags":["mindshift_21745","mindshift_972","mindshift_20997","mindshift_687","mindshift_444","mindshift_21720","mindshift_550","mindshift_21465"],"featImg":"mindshift_62161","label":"mindshift"},"mindshift_61585":{"type":"posts","id":"mindshift_61585","meta":{"index":"posts_1591205157","site":"mindshift","id":"61585","score":null,"sort":[1683594037000]},"guestAuthors":[],"slug":"how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids","title":"How a social emotional learning book club can cut across cliques and connect kids","publishDate":1683594037,"format":"standard","headTitle":"How a social emotional learning book club can cut across cliques and connect kids | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Amy Whitewater didn’t start a book club with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">social emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> goals in mind. It came from her own passion for reading. Whitewater taught English language arts for 10 years and later became a school counselor. When she got the idea for a student book club in 2013, she enlisted support from other staff members at her middle school, advertised the club to students, sought community donations and scheduled monthly meetings. She led the charge for six years until leaving for a new job.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over those years, the club did more than build \u003c/span>\u003ca href=\"https://www.edutopia.org/article/schoolwide-strategies-promoting-love-reading\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a culture of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whitewater, who spoke about the club’s success at an \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">American School Counselor Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference, noticed the social and emotional benefits of the club, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Cutting across cliques. \u003c/b>\u003cspan style=\"font-weight: 400\">Each year, 20 to 30 students joined the book club. “They were kids from all different backgrounds, all different socioeconomic statuses, kids who didn’t always interact with each other,” Whitewater said. “And so it was nice to bring them together and kind of see them connecting with each other in ways that they wouldn’t have.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Creating a safe space for ideas, feelings and opinions. \u003c/b>\u003cspan style=\"font-weight: 400\">Kids naturally have emotional responses to what they read. Teachers can tap into that, said Whitewater. Her book club did more than just discuss plot and literary attributes; they played games based on the books, listened to music from the time and setting, competed for prizes in Kahoot quizzes and did creative projects, such as making a Netflix watch list for a favorite character or a meme related to a character’s experiences. The variety of activities gave students different entry points to reflect on the books — and to listen to their classmates’ perspectives on what they’d read.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Fostering healthy relationships with adults. \u003c/b>\u003cspan style=\"font-weight: 400\">About six teachers and staff members joined Whitewater in leading the club. That gave students different adults with whom to connect. “They didn’t all respond to me all the time,” Whitewater said. “But some of them had a really great relationship with, you know, our school registrar, and so they were able to talk to her about things sometimes that maybe they wouldn’t talk to me about.” Research shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">positive relationships with adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can help with kids’ \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1074877\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">academic motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">classroom engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For educators verging on burnout, the idea of a student book club might sound great but exhausting. “No one wants another thing on their buffet,” Whitewater said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her advice? Assemble your army. Her first move in starting the club was a staff email asking, “Who wants in?” The colleagues who volunteered took turns picking books and planning activities — lightening the load for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those adults also brought their specific expertise to different books. The social studies teacher, for example, gave students helpful context on the Vietnam War when students read “\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/okay-for-now\">\u003cspan style=\"font-weight: 400\">Okay for Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Gary D. Schmidt. And when they read “\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/the-scorpio-races\">\u003cspan style=\"font-weight: 400\">The Scorpio Races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Maggie Stiefvater, the math teacher taught students about probability in relation to the book’s gambling plotline.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s really what made (the book club) really special. We were able to have not just those different backgrounds, but also it kind of made it cross-curricular,” said Whitewater. Having a larger adult crew also meant that the book club lived on after she moved to her next job at the Oklahoma State Department of Education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some popular book club picks during Whitewater’s time were \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/scythe-arc-of-a-scythe-book-1\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Scythe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/unwind-unwind-dystology-book-1\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Unwind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Neal Shusterman, \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/the-false-prince-the-ascendance-trilogy-book-1\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The False Prince\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jennifer A. Nielsen and \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/moxie\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Moxie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jennifer Mathieu, but she said educators should “make sure it’s appropriate for your kids, your community.” She also recommended re-reading before selecting a book to make sure it’s age-appropriate.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When a middle school teacher started a student book club, kids formed new relationships with each other and the adults in school.","status":"publish","parent":0,"modified":1683486370,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":660},"headData":{"title":"How a social emotional learning book club can cut across cliques and connect kids | KQED","description":"When a middle school teacher started a student book club, kids formed new relationships with each other and the adults in school.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a social emotional learning book club can cut across cliques and connect kids","datePublished":"2023-05-09T01:00:37.000Z","dateModified":"2023-05-07T19:06:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Amy Whitewater didn’t start a book club with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">social emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> goals in mind. It came from her own passion for reading. Whitewater taught English language arts for 10 years and later became a school counselor. When she got the idea for a student book club in 2013, she enlisted support from other staff members at her middle school, advertised the club to students, sought community donations and scheduled monthly meetings. She led the charge for six years until leaving for a new job.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over those years, the club did more than build \u003c/span>\u003ca href=\"https://www.edutopia.org/article/schoolwide-strategies-promoting-love-reading\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a culture of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whitewater, who spoke about the club’s success at an \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">American School Counselor Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference, noticed the social and emotional benefits of the club, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Cutting across cliques. \u003c/b>\u003cspan style=\"font-weight: 400\">Each year, 20 to 30 students joined the book club. “They were kids from all different backgrounds, all different socioeconomic statuses, kids who didn’t always interact with each other,” Whitewater said. “And so it was nice to bring them together and kind of see them connecting with each other in ways that they wouldn’t have.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Creating a safe space for ideas, feelings and opinions. \u003c/b>\u003cspan style=\"font-weight: 400\">Kids naturally have emotional responses to what they read. Teachers can tap into that, said Whitewater. Her book club did more than just discuss plot and literary attributes; they played games based on the books, listened to music from the time and setting, competed for prizes in Kahoot quizzes and did creative projects, such as making a Netflix watch list for a favorite character or a meme related to a character’s experiences. The variety of activities gave students different entry points to reflect on the books — and to listen to their classmates’ perspectives on what they’d read.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Fostering healthy relationships with adults. \u003c/b>\u003cspan style=\"font-weight: 400\">About six teachers and staff members joined Whitewater in leading the club. That gave students different adults with whom to connect. “They didn’t all respond to me all the time,” Whitewater said. “But some of them had a really great relationship with, you know, our school registrar, and so they were able to talk to her about things sometimes that maybe they wouldn’t talk to me about.” Research shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">positive relationships with adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can help with kids’ \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1074877\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">academic motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">classroom engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For educators verging on burnout, the idea of a student book club might sound great but exhausting. “No one wants another thing on their buffet,” Whitewater said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her advice? Assemble your army. Her first move in starting the club was a staff email asking, “Who wants in?” The colleagues who volunteered took turns picking books and planning activities — lightening the load for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those adults also brought their specific expertise to different books. The social studies teacher, for example, gave students helpful context on the Vietnam War when students read “\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/okay-for-now\">\u003cspan style=\"font-weight: 400\">Okay for Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Gary D. Schmidt. And when they read “\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/the-scorpio-races\">\u003cspan style=\"font-weight: 400\">The Scorpio Races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Maggie Stiefvater, the math teacher taught students about probability in relation to the book’s gambling plotline.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s really what made (the book club) really special. We were able to have not just those different backgrounds, but also it kind of made it cross-curricular,” said Whitewater. Having a larger adult crew also meant that the book club lived on after she moved to her next job at the Oklahoma State Department of Education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some popular book club picks during Whitewater’s time were \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/scythe-arc-of-a-scythe-book-1\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Scythe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/unwind-unwind-dystology-book-1\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Unwind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Neal Shusterman, \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/the-false-prince-the-ascendance-trilogy-book-1\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The False Prince\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jennifer A. Nielsen and \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/moxie\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Moxie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jennifer Mathieu, but she said educators should “make sure it’s appropriate for your kids, your community.” She also recommended re-reading before selecting a book to make sure it’s age-appropriate.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids","authors":["11487"],"categories":["mindshift_21512","mindshift_21280"],"tags":["mindshift_21617","mindshift_21405","mindshift_972","mindshift_21010","mindshift_550","mindshift_943"],"featImg":"mindshift_61586","label":"mindshift"},"mindshift_61602":{"type":"posts","id":"mindshift_61602","meta":{"index":"posts_1591205157","site":"mindshift","id":"61602","score":null,"sort":[1683510057000]},"guestAuthors":[],"slug":"a-quiet-problem-many-nyc-schools-have-no-librarians-on-campus","title":"‘A quiet problem’: Many NYC schools have no librarians on campus","publishDate":1683510057,"format":"standard","headTitle":"‘A quiet problem’: Many NYC schools have no librarians on campus | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://ny.chalkbeat.org/2023/5/4/23711678/nyc-school-librarian-library-books-literacy-budget-cuts\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003c/em>\u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cem>ckbe.at/newsletters\u003c/em>\u003c/a>\u003ci>.\u003c/i>\u003ci> Data analysis for this story by Thomas Wilburn and Kae Petrin.\u003c/i>\u003c/p>\n\u003cp>After New York City’s public libraries last week averted deep cuts that would have \u003ca class=\"Link\" href=\"https://gothamist.com/news/nyc-libraries-could-cut-weekend-service-if-mayor-adams-budget-cuts-go-through\" target=\"_blank\" rel=\"noopener\">significantly reduced hours\u003c/a>, some parents and educators are raising alarm about the state of libraries in the city’s public schools.\u003c/p>\n\u003cp>For years, advocates have warned that many students do not have access to a library or a certified librarian on their campus. The nation’s largest school system, with 1,600 schools, has roughly 260 certified school librarians, education department officials said.\u003c/p>\n\u003cp>And according to a Chalkbeat analysis of school budget item lines for librarians, a larger share of high-poverty schools had no librarian on budget. (Other schools may employ librarians whose salaries are paid outside of school budgets, like through a school’s PTA, which may not be reflected in the data.)\u003c/p>\n\u003cp>It’s an issue that’s developed over years, as schools have had to make difficult financial decisions in the face of declining funds, and as librarians say their work has been devalued in the public eye. New York City isn’t alone. In Philadelphia, for example, there were just \u003ca class=\"Link\" href=\"https://www.inquirer.com/education/school-library-librarians-closed-philadelphia-rally-ratio-20200124.html\" target=\"_blank\" rel=\"noopener\">10 certified school librarians\u003c/a> in 2020, the Philadelphia Inquirer reported.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But in the five boroughs, where more than 800,000 K-12 students attend the city’s public schools, other factors have come into play. Under state law, secondary schools with more than 700 students are required to have a full-time, certified school librarian, with part-time librarians required for those who fall below the enrollment threshold. (Charter and elementary schools are exempt from the requirement.) But as the city trended toward smaller schools under former Mayor Michael Bloomberg in the early 2000s, schools found themselves with fewer students and shared building spaces — with libraries sometimes losing out.\u003c/p>\n\u003cp>“The library is often a thing that’s on the chopping block, because it isn’t seen as essential as a cafeteria, for example,” said Emily Drabinski, president-elect of the American Library Association and a CUNY librarian. “I don’t blame principals for having to make those tough calls. … But it speaks to our failure to understand the contributions that school librarians make to learning at school.”\u003c/p>\n\u003cp>A Chalkbeat analysis also found nearly a third of the city’s schools with more than 700 students — which would meet the state’s requirement for a full-time librarian — did not have one listed in their most recent budget.\u003c/p>\n\u003cp>Jenny Fox, a parent and children’s book author, said she started looking into the issue when her son’s Brooklyn elementary school lost its part-time librarian.\u003c/p>\n\u003cp>“It’s a quiet problem,” she said. “Half the parents at our school didn’t even know we didn’t have a librarian — people just assume that comes with a school.”\u003c/p>\n\u003cp>But not having a library at school can come with consequences. Studies have shown students at schools with certified librarians on staff \u003ca class=\"Link\" href=\"https://ies.ed.gov/ncee/rel/Products/Region/central/Ask-A-REL/20007\" target=\"_blank\" rel=\"noopener\">tend to perform better\u003c/a> on measures of academic achievement. School librarians often help inspire a joy of reading, as well as help students develop critical research and media literacy skills.\u003c/p>\n\u003cp>“In New York City, we’re always promoting college and career readiness,” said Arlene Laverde, a school librarian at Townsend Harris High School in Queens and New York Library Association president. “But what college students do you know that don’t do research? If you have to learn research skills in college, you are now five steps behind the private schools that have school libraries and school librarians ready to help.”\u003c/p>\n\u003cp>Laverede, who has worked as an NYC educator for more than 30 years and in school libraries for half of her career, said she’s watched as the field has shrunk. She’s heard people chalk up her role to just “reading all day” — a warped perception that has had painful consequences as schools have sought to trim expenses over the years, looking for positions that appear expendable.\u003c/p>\n\u003cp>While the majority of schools have no librarians budgeted, schools serving students with higher rates of poverty were also less likely to have one, according to a Chalkbeat analysis. More than 81% of schools with poverty rates higher than 75% did not have a librarian staff member budgeted. That was roughly six percentage points higher than schools with lower poverty rates.\u003c/p>\n\u003cp>Lauren Comito, a librarian at Brooklyn Public Library and board chair of Urban Librarians Unite, has seen students without a library or librarian at their school come into her library seeking help. Libraries on campus offer a crucial space for student exploration, one that some are missing out on, she added.\u003c/p>\n\u003cp>“We say that we want kids and students and schools to develop critical thinking skills, we want them to develop research skills, we want them to be able to identify misinformation or go out and find their own answer,” she said. “That’s something missing in schools — that ability to explore without it being connected to a rubric, and libraries provide some of that.”\u003c/p>\n\u003cp>Mina Leazer, a librarian at Manhattan’s Seward Park Campus Library, transitioned from teaching into her current role through an education department program. Working as a librarian has allowed her to continue helping students, providing a space for them to not just read and relax, but also to come seeking advice or help with a wide range of questions, she said.\u003c/p>\n\u003cp>Leazer said she fears many students without campus libraries or librarians won’t become lifelong readers.\u003c/p>\n\u003cp>“If those habits aren’t formed in that critical moment, they’re not going to miraculously appear again,” she said.\u003c/p>\n\u003cp>The city is trying to strengthen the pipeline of librarians, who are “invaluable resources for our young people in developing literacy skills and fostering academic success and college and career readiness,” an education department spokesperson said.\u003c/p>\n\u003cp>The education department offers a “Teacher 2 Librarian” program, which partners with universities to help licensed teachers earn a master’s degree in library and information science and become state certified to work as a school librarian. There are 18 new candidates preparing to join the program, according to an education department spokesperson. The city plans to keep working to increase the number of certified school librarians in public schools.\u003c/p>\n\u003cp>But though some programs have successfully turned teachers into certified librarians, Laverde said she worries years of dwindling positions have also turned some away from the career path.\u003c/p>\n\u003cp>“In their mind, it’s a dead certification,” she said of prospective librarians. “Why am I going to invest money into this degree and for a school library certification if there are no jobs available?”\u003c/p>\n\u003cp>Zalykha Mokim, a school librarian at Newcomers High School, a Long Island City school that serves newly arrived immigrants who may be learning English as a second language, shares others’ concerns over the scarcity of certified librarians.\u003c/p>\n\u003cp>Mokim became a librarian last year after a decade teaching — after experiencing multiple schools without a librarian on staff, and seeing how children across the city lacked equal access to librarians. The low number of school librarians has disproportionately impacted students of color and students from low-income families, she added.\u003c/p>\n\u003cp>“Of course I’m concerned about it, but I’m also hopeful, because there is a cohort of librarians who are trying to bring advocacy and trying to bring it into this realm where libraries are seen as essential and necessary for a vibrant public school community,” Mokim said. “Libraries are not a luxury for our students. Libraries are a necessity.”\u003c/p>\n\u003cp>\u003ci>Julian Shen-Berro is a reporter covering New York City. Contact him at jshen-berro@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://ny.chalkbeat.org/2023/5/4/23711678/nyc-school-librarian-library-books-literacy-budget-cuts\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The nation’s largest school system, with 1,600 schools, has roughly 260 certified school librarians. And according to a Chalkbeat analysis, a larger share of high-poverty schools have no librarian in their budget.","status":"publish","parent":0,"modified":1683510057,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1373},"headData":{"title":"‘A quiet problem’: Many NYC schools have no librarians on campus | KQED","description":"The nation’s largest school system, with 1,600 schools, has roughly 260 certified school librarians. And larger share of high-poverty schools have no librarian.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"‘A quiet problem’: Many NYC schools have no librarians on campus","datePublished":"2023-05-08T01:40:57.000Z","dateModified":"2023-05-08T01:40:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Julian Shen-Berro, \u003ca href=\"https://ny.chalkbeat.org/\" target=\"_blank\">Chalkbeat New York\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61602/a-quiet-problem-many-nyc-schools-have-no-librarians-on-campus","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://ny.chalkbeat.org/2023/5/4/23711678/nyc-school-librarian-library-books-literacy-budget-cuts\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003c/em>\u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cem>ckbe.at/newsletters\u003c/em>\u003c/a>\u003ci>.\u003c/i>\u003ci> Data analysis for this story by Thomas Wilburn and Kae Petrin.\u003c/i>\u003c/p>\n\u003cp>After New York City’s public libraries last week averted deep cuts that would have \u003ca class=\"Link\" href=\"https://gothamist.com/news/nyc-libraries-could-cut-weekend-service-if-mayor-adams-budget-cuts-go-through\" target=\"_blank\" rel=\"noopener\">significantly reduced hours\u003c/a>, some parents and educators are raising alarm about the state of libraries in the city’s public schools.\u003c/p>\n\u003cp>For years, advocates have warned that many students do not have access to a library or a certified librarian on their campus. The nation’s largest school system, with 1,600 schools, has roughly 260 certified school librarians, education department officials said.\u003c/p>\n\u003cp>And according to a Chalkbeat analysis of school budget item lines for librarians, a larger share of high-poverty schools had no librarian on budget. (Other schools may employ librarians whose salaries are paid outside of school budgets, like through a school’s PTA, which may not be reflected in the data.)\u003c/p>\n\u003cp>It’s an issue that’s developed over years, as schools have had to make difficult financial decisions in the face of declining funds, and as librarians say their work has been devalued in the public eye. New York City isn’t alone. In Philadelphia, for example, there were just \u003ca class=\"Link\" href=\"https://www.inquirer.com/education/school-library-librarians-closed-philadelphia-rally-ratio-20200124.html\" target=\"_blank\" rel=\"noopener\">10 certified school librarians\u003c/a> in 2020, the Philadelphia Inquirer reported.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But in the five boroughs, where more than 800,000 K-12 students attend the city’s public schools, other factors have come into play. Under state law, secondary schools with more than 700 students are required to have a full-time, certified school librarian, with part-time librarians required for those who fall below the enrollment threshold. (Charter and elementary schools are exempt from the requirement.) But as the city trended toward smaller schools under former Mayor Michael Bloomberg in the early 2000s, schools found themselves with fewer students and shared building spaces — with libraries sometimes losing out.\u003c/p>\n\u003cp>“The library is often a thing that’s on the chopping block, because it isn’t seen as essential as a cafeteria, for example,” said Emily Drabinski, president-elect of the American Library Association and a CUNY librarian. “I don’t blame principals for having to make those tough calls. … But it speaks to our failure to understand the contributions that school librarians make to learning at school.”\u003c/p>\n\u003cp>A Chalkbeat analysis also found nearly a third of the city’s schools with more than 700 students — which would meet the state’s requirement for a full-time librarian — did not have one listed in their most recent budget.\u003c/p>\n\u003cp>Jenny Fox, a parent and children’s book author, said she started looking into the issue when her son’s Brooklyn elementary school lost its part-time librarian.\u003c/p>\n\u003cp>“It’s a quiet problem,” she said. “Half the parents at our school didn’t even know we didn’t have a librarian — people just assume that comes with a school.”\u003c/p>\n\u003cp>But not having a library at school can come with consequences. Studies have shown students at schools with certified librarians on staff \u003ca class=\"Link\" href=\"https://ies.ed.gov/ncee/rel/Products/Region/central/Ask-A-REL/20007\" target=\"_blank\" rel=\"noopener\">tend to perform better\u003c/a> on measures of academic achievement. School librarians often help inspire a joy of reading, as well as help students develop critical research and media literacy skills.\u003c/p>\n\u003cp>“In New York City, we’re always promoting college and career readiness,” said Arlene Laverde, a school librarian at Townsend Harris High School in Queens and New York Library Association president. “But what college students do you know that don’t do research? If you have to learn research skills in college, you are now five steps behind the private schools that have school libraries and school librarians ready to help.”\u003c/p>\n\u003cp>Laverede, who has worked as an NYC educator for more than 30 years and in school libraries for half of her career, said she’s watched as the field has shrunk. She’s heard people chalk up her role to just “reading all day” — a warped perception that has had painful consequences as schools have sought to trim expenses over the years, looking for positions that appear expendable.\u003c/p>\n\u003cp>While the majority of schools have no librarians budgeted, schools serving students with higher rates of poverty were also less likely to have one, according to a Chalkbeat analysis. More than 81% of schools with poverty rates higher than 75% did not have a librarian staff member budgeted. That was roughly six percentage points higher than schools with lower poverty rates.\u003c/p>\n\u003cp>Lauren Comito, a librarian at Brooklyn Public Library and board chair of Urban Librarians Unite, has seen students without a library or librarian at their school come into her library seeking help. Libraries on campus offer a crucial space for student exploration, one that some are missing out on, she added.\u003c/p>\n\u003cp>“We say that we want kids and students and schools to develop critical thinking skills, we want them to develop research skills, we want them to be able to identify misinformation or go out and find their own answer,” she said. “That’s something missing in schools — that ability to explore without it being connected to a rubric, and libraries provide some of that.”\u003c/p>\n\u003cp>Mina Leazer, a librarian at Manhattan’s Seward Park Campus Library, transitioned from teaching into her current role through an education department program. Working as a librarian has allowed her to continue helping students, providing a space for them to not just read and relax, but also to come seeking advice or help with a wide range of questions, she said.\u003c/p>\n\u003cp>Leazer said she fears many students without campus libraries or librarians won’t become lifelong readers.\u003c/p>\n\u003cp>“If those habits aren’t formed in that critical moment, they’re not going to miraculously appear again,” she said.\u003c/p>\n\u003cp>The city is trying to strengthen the pipeline of librarians, who are “invaluable resources for our young people in developing literacy skills and fostering academic success and college and career readiness,” an education department spokesperson said.\u003c/p>\n\u003cp>The education department offers a “Teacher 2 Librarian” program, which partners with universities to help licensed teachers earn a master’s degree in library and information science and become state certified to work as a school librarian. There are 18 new candidates preparing to join the program, according to an education department spokesperson. The city plans to keep working to increase the number of certified school librarians in public schools.\u003c/p>\n\u003cp>But though some programs have successfully turned teachers into certified librarians, Laverde said she worries years of dwindling positions have also turned some away from the career path.\u003c/p>\n\u003cp>“In their mind, it’s a dead certification,” she said of prospective librarians. “Why am I going to invest money into this degree and for a school library certification if there are no jobs available?”\u003c/p>\n\u003cp>Zalykha Mokim, a school librarian at Newcomers High School, a Long Island City school that serves newly arrived immigrants who may be learning English as a second language, shares others’ concerns over the scarcity of certified librarians.\u003c/p>\n\u003cp>Mokim became a librarian last year after a decade teaching — after experiencing multiple schools without a librarian on staff, and seeing how children across the city lacked equal access to librarians. The low number of school librarians has disproportionately impacted students of color and students from low-income families, she added.\u003c/p>\n\u003cp>“Of course I’m concerned about it, but I’m also hopeful, because there is a cohort of librarians who are trying to bring advocacy and trying to bring it into this realm where libraries are seen as essential and necessary for a vibrant public school community,” Mokim said. “Libraries are not a luxury for our students. Libraries are a necessity.”\u003c/p>\n\u003cp>\u003ci>Julian Shen-Berro is a reporter covering New York City. Contact him at jshen-berro@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://ny.chalkbeat.org/2023/5/4/23711678/nyc-school-librarian-library-books-literacy-budget-cuts\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61602/a-quiet-problem-many-nyc-schools-have-no-librarians-on-campus","authors":["byline_mindshift_61602"],"categories":["mindshift_21364"],"tags":["mindshift_972","mindshift_895","mindshift_444","mindshift_550","mindshift_21618","mindshift_21259"],"featImg":"mindshift_61604","label":"mindshift"},"mindshift_61287":{"type":"posts","id":"mindshift_61287","meta":{"index":"posts_1591205157","site":"mindshift","id":"61287","score":null,"sort":[1679997657000]},"guestAuthors":[],"slug":"beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives","title":"Beyond reading logs and Lexile levels: Supporting students' multifaceted reading lives","publishDate":1679997657,"format":"standard","headTitle":"Beyond reading logs and Lexile levels: Supporting students’ multifaceted reading lives | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When teachers familiarize themselves with students’ reading histories, they may uncover reading trauma — moments when students had a negative experience with a peer, teacher or librarian that turned them off of reading. \u003c/span>\u003cspan style=\"font-weight: 400\">Students with reading trauma associate reading with painful feelings of shame or stress and doubt their reading abilities, said \u003c/span>\u003cspan style=\"font-weight: 400\">Boston-based educator \u003c/span>\u003ca href=\"https://drkimparker.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kimberly Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar organized by the \u003ca href=\"https://tlac.tamu.edu/academics/cite/\" target=\"_blank\" rel=\"noopener\">Texas A&M Collaborative for Teacher Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take reading logs, for example. Asking students to track at-home reading can make \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\" target=\"_blank\" rel=\"noopener\">exploring books\u003c/a> seem like a chore. And students with incomplete reading logs can learn to associate reading with penalization. A \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1098404\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2012 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that reading logs led to less motivation and less interest in recreational reading. “It actually drives students further away from reading,” said Parker, who wrote \u003ca href=\"https://www.ascd.org/books/literacy-is-liberation?variant=122024\" target=\"_blank\" rel=\"noopener\">“Literacy is Liberation: Working Towards Justice Through Culturally Relevant Teaching”\u003c/a> and has spent over 20 years working in \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\" target=\"_blank\" rel=\"noopener\">literacy communities\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another practice that can lead to reading trauma is when teachers refer to students by their reading level. Reading level measurements, such as \u003c/span>\u003ca href=\"https://lexile.com/educators/understanding-lexile-measures/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Lexile Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, should only apply to the texts students read and not to the students themselves, Parker said. “We get in trouble when we say that a kid is a ‘Lexile x’ or an ‘840,’” she noted. “Children are not levels.” Also, when teachers designate reading levels to students, kids may feel limited to only reading books with that designation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the Texas A&M Collaborative webinar, Parker shared strategies for how teachers can embrace students’ multifaceted reading lives and help them build positive relationships with reading. \u003c/span>\u003cspan style=\"font-weight: 400\">“They are more than their trauma,” she said. “If we just see them for their trauma, particularly for their reading trauma, then we miss so much.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Vary text levels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parker encouraged teachers to consider whether their go-to reading practices are guided by humanizing, asset-based research. For example, some teachers believe if reading is too easy or too hard, students won’t learn. However, \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/are-classroom-reading-groups-the-best-way-to-teach-reading-maybe-not/2018/08\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when teachers only assign books that match a child’s reading level or teach to the lowest performing readers, they limit students’ exposure to different texts and reduce their opportunities to advance their reading abilities. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Texts should vary in difficulty and length, Parker said, pulling from work by literacy researcher \u003c/span>\u003ca href=\"https://shanahanonliteracy.com/upload/publications/98/pdf/Shanahan---Should-we-teach-at-reading-level.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Tim Shanahan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The difficulty level should go up and down,” she said. “But the average difficulty over time \u003c/span>\u003ca href=\"https://www.aft.org/ae/summer2020/shanahan\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">should climb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” When text levels vary, all kids benefit from challenging reading materials and students are less likely to think their teachers have low expectations of their abilities. “Students tend to live up to the self-fulfilling prophecies that their teachers establish for them. And so if we don’t think that they’re going to be readers or that they can read or that they should read books that are all about diverse text at all levels, then they won’t,” Parker said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Gives students time to read books they choose\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Independent reading during the school day gives students an opportunity to \u003c/span>\u003ca href=\"https://ncte.org/statement/independent-reading/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">strengthen their reading skills with minimal pressure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing regular reading time may seem simple but \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/287236258_How_Reading_Volume_Affects_Both_Reading_Fluency_and_Reading_Achievement\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that many core reading programs only include seven to 15 minutes of actual reading. When she was a classroom teacher, Parker dedicated the first 20 minutes of every class to students reading books of their choosing. “It was a protected time to help them develop a love of reading,” said Parker. She recommended that teachers across all grade levels establish routine independent reading time for their students. “Independent reading develops fluency, builds vocabulary and knowledge of text structures, and offers readers the experiences they need to read and construct meaning,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when schools require specific texts in the curriculum, Parker said that all other books that students read throughout the year should be “self-selected and of high interest to the reader.” \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/265739450_Every_Child_Every_Day\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when students can choose their books, reading engagement grows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She urged teachers to be “book detectives” and use interest surveys to find out what topics capture their students’ interest. Language arts teacher \u003c/span>\u003ca href=\"https://twitter.com/donalynbooks\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Donalyn Miller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests \u003c/span>\u003ca href=\"https://www.slj.com/story/using-reading-surveys-to-celebrate-readers-and-kickstart-more-reading-donalyn-miller\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> like “What is your first choice about what to do when you have free time at home?” and “What kinds of things have you collected?” to identify the topics and interests that motivate students who may not see themselves as readers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recognize that students are already readers\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids read all the time, even if it’s not something adults deem valuable, Parker said. “They might be reading, for example, anime or manga. They might be reading graphic novels. They might be reading blog posts, Instagram posts and things on TikTok.” She encourages teachers and parents to work with kids and not against them when it comes to choosing reading materials. “Text should be broadly viewed to include print, digital and visual media,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving kids access to a broad variety of texts in different formats may help engage reluctant readers. Before discouraging certain texts, teachers and parents can pause to ask themselves what is guiding their decision to steer a kid away from that particular text. “Because you never know what book is going to turn some child into a reader,” said Parker.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Boston-based educator Kimberly Parker shares how teachers can strengthen students' literacy skills without causing reading trauma.","status":"publish","parent":0,"modified":1702043243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":925},"headData":{"title":"Beyond reading logs and Lexile levels: Supporting students' multifaceted reading lives | KQED","description":"Boston-based educator Kimberly Parker shares how teachers can strengthen students' literacy skills without causing reading trauma.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Boston-based educator Kimberly Parker shares how teachers can strengthen students' literacy skills without causing reading trauma.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond reading logs and Lexile levels: Supporting students' multifaceted reading lives","datePublished":"2023-03-28T10:00:57.000Z","dateModified":"2023-12-08T13:47:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When teachers familiarize themselves with students’ reading histories, they may uncover reading trauma — moments when students had a negative experience with a peer, teacher or librarian that turned them off of reading. \u003c/span>\u003cspan style=\"font-weight: 400\">Students with reading trauma associate reading with painful feelings of shame or stress and doubt their reading abilities, said \u003c/span>\u003cspan style=\"font-weight: 400\">Boston-based educator \u003c/span>\u003ca href=\"https://drkimparker.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kimberly Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar organized by the \u003ca href=\"https://tlac.tamu.edu/academics/cite/\" target=\"_blank\" rel=\"noopener\">Texas A&M Collaborative for Teacher Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take reading logs, for example. Asking students to track at-home reading can make \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\" target=\"_blank\" rel=\"noopener\">exploring books\u003c/a> seem like a chore. And students with incomplete reading logs can learn to associate reading with penalization. A \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1098404\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2012 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that reading logs led to less motivation and less interest in recreational reading. “It actually drives students further away from reading,” said Parker, who wrote \u003ca href=\"https://www.ascd.org/books/literacy-is-liberation?variant=122024\" target=\"_blank\" rel=\"noopener\">“Literacy is Liberation: Working Towards Justice Through Culturally Relevant Teaching”\u003c/a> and has spent over 20 years working in \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\" target=\"_blank\" rel=\"noopener\">literacy communities\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another practice that can lead to reading trauma is when teachers refer to students by their reading level. Reading level measurements, such as \u003c/span>\u003ca href=\"https://lexile.com/educators/understanding-lexile-measures/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Lexile Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, should only apply to the texts students read and not to the students themselves, Parker said. “We get in trouble when we say that a kid is a ‘Lexile x’ or an ‘840,’” she noted. “Children are not levels.” Also, when teachers designate reading levels to students, kids may feel limited to only reading books with that designation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the Texas A&M Collaborative webinar, Parker shared strategies for how teachers can embrace students’ multifaceted reading lives and help them build positive relationships with reading. \u003c/span>\u003cspan style=\"font-weight: 400\">“They are more than their trauma,” she said. “If we just see them for their trauma, particularly for their reading trauma, then we miss so much.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Vary text levels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parker encouraged teachers to consider whether their go-to reading practices are guided by humanizing, asset-based research. For example, some teachers believe if reading is too easy or too hard, students won’t learn. However, \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/are-classroom-reading-groups-the-best-way-to-teach-reading-maybe-not/2018/08\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when teachers only assign books that match a child’s reading level or teach to the lowest performing readers, they limit students’ exposure to different texts and reduce their opportunities to advance their reading abilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Texts should vary in difficulty and length, Parker said, pulling from work by literacy researcher \u003c/span>\u003ca href=\"https://shanahanonliteracy.com/upload/publications/98/pdf/Shanahan---Should-we-teach-at-reading-level.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Tim Shanahan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The difficulty level should go up and down,” she said. “But the average difficulty over time \u003c/span>\u003ca href=\"https://www.aft.org/ae/summer2020/shanahan\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">should climb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” When text levels vary, all kids benefit from challenging reading materials and students are less likely to think their teachers have low expectations of their abilities. “Students tend to live up to the self-fulfilling prophecies that their teachers establish for them. And so if we don’t think that they’re going to be readers or that they can read or that they should read books that are all about diverse text at all levels, then they won’t,” Parker said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Gives students time to read books they choose\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Independent reading during the school day gives students an opportunity to \u003c/span>\u003ca href=\"https://ncte.org/statement/independent-reading/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">strengthen their reading skills with minimal pressure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing regular reading time may seem simple but \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/287236258_How_Reading_Volume_Affects_Both_Reading_Fluency_and_Reading_Achievement\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that many core reading programs only include seven to 15 minutes of actual reading. When she was a classroom teacher, Parker dedicated the first 20 minutes of every class to students reading books of their choosing. “It was a protected time to help them develop a love of reading,” said Parker. She recommended that teachers across all grade levels establish routine independent reading time for their students. “Independent reading develops fluency, builds vocabulary and knowledge of text structures, and offers readers the experiences they need to read and construct meaning,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when schools require specific texts in the curriculum, Parker said that all other books that students read throughout the year should be “self-selected and of high interest to the reader.” \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/265739450_Every_Child_Every_Day\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when students can choose their books, reading engagement grows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She urged teachers to be “book detectives” and use interest surveys to find out what topics capture their students’ interest. Language arts teacher \u003c/span>\u003ca href=\"https://twitter.com/donalynbooks\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Donalyn Miller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests \u003c/span>\u003ca href=\"https://www.slj.com/story/using-reading-surveys-to-celebrate-readers-and-kickstart-more-reading-donalyn-miller\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> like “What is your first choice about what to do when you have free time at home?” and “What kinds of things have you collected?” to identify the topics and interests that motivate students who may not see themselves as readers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recognize that students are already readers\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids read all the time, even if it’s not something adults deem valuable, Parker said. “They might be reading, for example, anime or manga. They might be reading graphic novels. They might be reading blog posts, Instagram posts and things on TikTok.” She encourages teachers and parents to work with kids and not against them when it comes to choosing reading materials. “Text should be broadly viewed to include print, digital and visual media,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving kids access to a broad variety of texts in different formats may help engage reluctant readers. Before discouraging certain texts, teachers and parents can pause to ask themselves what is guiding their decision to steer a kid away from that particular text. “Because you never know what book is going to turn some child into a reader,” said Parker.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21319","mindshift_972","mindshift_21260","mindshift_687","mindshift_21392","mindshift_21859","mindshift_444","mindshift_550","mindshift_21465","mindshift_21254"],"featImg":"mindshift_61289","label":"mindshift"},"mindshift_60515":{"type":"posts","id":"mindshift_60515","meta":{"index":"posts_1591205157","site":"mindshift","id":"60515","score":null,"sort":[1676458548000]},"guestAuthors":[],"slug":"matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging","title":"Matching students with books is a sacred task. How can educators select stories that boost belonging?","publishDate":1676458548,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>From \u003ca href=\"https://www.stenhouse.com/content/gift-story\" target=\"_blank\" rel=\"noopener noreferrer\">The Gift of Story\u003c/a> by John Schu, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca title=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" href=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/i>\u003c/p>\n\u003cp>Every child who walks into your classroom or library has a story. But how do we establish opportunities for them to tell their stories and find themselves in the stories of others? When we share our hearts in authentic ways, we inspire those around us to do the same. Before we can discuss what it means to share our hearts through story, it might be helpful to establish what we mean by the word story. If you think about it, the way a third-grade teacher defines story is probably different from how a music teacher defines story. The way a music teacher defines story is probably different from how a teacher-librarian defines story. And the way a teacher-librarian defines story is probably different from how a fourth grader defines story. Since we all have our own personal definitions of the word, take a moment to reflect on how you define story.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60709 size-full alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/gift-of-story-e1672254571578.png\" alt=\"\" width=\"250\" height=\"375\">Perhaps your definition brings to mind story elements like main idea, theme, characters, setting, and plot. These are all very important in the literacy work we do with children, but we can expand our idea of story as we consider other elements that may not be immediately evident—such as joy, happiness, compassion, laughter, connection, culture, and identity. For our purposes, we’ll apply a flexible definition that makes room for story to meet both the academic and affective needs of our students. Sharing your heart through story is a way to bring more of the affective side into our students’ reading lives.\u003c/p>\n\u003cp>When we share our hearts through story, we create environments in which children can feel warm and safe and loved. I’ve witnessed again and again how students open up their hearts to teachers and each other when we share how a story allowed us to view the world in new ways, healed our hearts, and inspired us to take action. As we further refine our understanding of story, we’ll bring our lens into deeper focus on its affective elements.\u003c/p>\n\u003ch2>Story as Clarifier\u003c/h2>\n\u003cp>This helps us individually and in groups answer questions about our heart’s deepest wonderings and passions. Think of the animal lover who checks out every caring for a pet book or the junior historian who can’t get enough of Kate Messner’s \"History Smashers\" series.\u003c/p>\n\u003ch2>Story as Healer\u003c/h2>\n\u003cp>This helps our heart work through difficult experiences as well as internal and external conflicts. Think of the child who deals with the loss of a grandparent by reading Caron Levis and Charles Santoso’s \"Ida, Always\" every day or the middle schooler who, after reading Jen Petro Roy’s \"Good Enough,\" admits to himself and a family member that he has an eating disorder and needs help.\u003c/p>\n\u003ch2>Story as Inspiration\u003c/h2>\n\u003cp>This helps us explore and discover our passions. Think of the child who folds hundreds of origamis after reading Tom Angleberger’s \"The Strange Case of Origami Yoda\" or the child who becomes an activist for something important to them after reading \"Marley Dias Gets It Done: And So Can You.\"\u003c/p>\n\u003ch2>Story as Compassion\u003c/h2>\n\u003cp>This helps us understand ourselves and others. Think of the child who develops more empathy after reading Jacqueline Woodson and Rafael López’s \"The Day You Begin\" or the adolescent who comes to terms with her sexuality after reading Ashley Herring Blake’s \"Ivy Aberdeen’s Letter to the World.\"\u003c/p>\n\u003ch2>Story as Connector\u003c/h2>\n\u003cp>When Kate DiCamillo was the National Ambassador for Young People’s Literature, she said, “Together, we see the world. Together, we see one another. We connect. And when we connect, we are changed.” Stories answer this call by helping us open our hearts and connect. Think about times when everyone in a community comes together to celebrate a book or when every fifth grader has tears running down their faces after their teacher reads aloud the last sentence in John David Anderson’s \"Ms. Bixby’s Last Day.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In addition to these five affective elements of story, story can serve as windows, mirrors, and sliding glass doors. In her seminal 1990 article, Dr. Rudine Sims Bishop wrote, \"Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created and recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience.\" As you reflect on the five affective elements of story presented here, what connections to Sims Bishop’s work can you make? How can seeing books through the lens of mirrors, windows, and sliding glass doors inform our understanding of the ways story acts to clarify, connect, heal, inspire, and teach us?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60519 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png\" alt=\"\" width=\"155\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-768x767.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu.png 1318w\" sizes=\"(max-width: 155px) 100vw, 155px\">\u003c/strong>\u003ca href=\"https://twitter.com/MrSchuReads\" target=\"_blank\" rel=\"noopener noreferrer\">John Schu\u003c/a> has made a career out of advocating for the people and things he cares about most: kids, books and the people that connect them. John is a children’s book author, a part-time lecturer at Rutgers University, and the children’s librarian for \u003ca href=\"https://www.bookelicious.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Bookelicious\u003c/a>. his greatest joy is sharing his love of reading with countless educators and students around the world.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers and librarians who want to build students' sense of belonging through literacy practices, “The Gift of Story” author John Schu provides strategies on how to leverage books and the important role of libraries in our communities. ","status":"publish","parent":0,"modified":1672254748,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":945},"headData":{"title":"Matching students with books is a sacred task. How can educators select stories that boost belonging? | KQED","description":"In “The Gift of Story,” John Schu provides strategies for teachers and librarians who want to build students’ sense of belonging through books.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Matching students with books is a sacred task. How can educators select stories that boost belonging?","datePublished":"2023-02-15T10:55:48.000Z","dateModified":"2022-12-28T19:12:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>From \u003ca href=\"https://www.stenhouse.com/content/gift-story\" target=\"_blank\" rel=\"noopener noreferrer\">The Gift of Story\u003c/a> by John Schu, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca title=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" href=\"https://protect-us.mimecast.com/s/jnjuCrkYKnfDD38PSzw3S0?domain=stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/i>\u003c/p>\n\u003cp>Every child who walks into your classroom or library has a story. But how do we establish opportunities for them to tell their stories and find themselves in the stories of others? When we share our hearts in authentic ways, we inspire those around us to do the same. Before we can discuss what it means to share our hearts through story, it might be helpful to establish what we mean by the word story. If you think about it, the way a third-grade teacher defines story is probably different from how a music teacher defines story. The way a music teacher defines story is probably different from how a teacher-librarian defines story. And the way a teacher-librarian defines story is probably different from how a fourth grader defines story. Since we all have our own personal definitions of the word, take a moment to reflect on how you define story.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60709 size-full alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/gift-of-story-e1672254571578.png\" alt=\"\" width=\"250\" height=\"375\">Perhaps your definition brings to mind story elements like main idea, theme, characters, setting, and plot. These are all very important in the literacy work we do with children, but we can expand our idea of story as we consider other elements that may not be immediately evident—such as joy, happiness, compassion, laughter, connection, culture, and identity. For our purposes, we’ll apply a flexible definition that makes room for story to meet both the academic and affective needs of our students. Sharing your heart through story is a way to bring more of the affective side into our students’ reading lives.\u003c/p>\n\u003cp>When we share our hearts through story, we create environments in which children can feel warm and safe and loved. I’ve witnessed again and again how students open up their hearts to teachers and each other when we share how a story allowed us to view the world in new ways, healed our hearts, and inspired us to take action. As we further refine our understanding of story, we’ll bring our lens into deeper focus on its affective elements.\u003c/p>\n\u003ch2>Story as Clarifier\u003c/h2>\n\u003cp>This helps us individually and in groups answer questions about our heart’s deepest wonderings and passions. Think of the animal lover who checks out every caring for a pet book or the junior historian who can’t get enough of Kate Messner’s \"History Smashers\" series.\u003c/p>\n\u003ch2>Story as Healer\u003c/h2>\n\u003cp>This helps our heart work through difficult experiences as well as internal and external conflicts. Think of the child who deals with the loss of a grandparent by reading Caron Levis and Charles Santoso’s \"Ida, Always\" every day or the middle schooler who, after reading Jen Petro Roy’s \"Good Enough,\" admits to himself and a family member that he has an eating disorder and needs help.\u003c/p>\n\u003ch2>Story as Inspiration\u003c/h2>\n\u003cp>This helps us explore and discover our passions. Think of the child who folds hundreds of origamis after reading Tom Angleberger’s \"The Strange Case of Origami Yoda\" or the child who becomes an activist for something important to them after reading \"Marley Dias Gets It Done: And So Can You.\"\u003c/p>\n\u003ch2>Story as Compassion\u003c/h2>\n\u003cp>This helps us understand ourselves and others. Think of the child who develops more empathy after reading Jacqueline Woodson and Rafael López’s \"The Day You Begin\" or the adolescent who comes to terms with her sexuality after reading Ashley Herring Blake’s \"Ivy Aberdeen’s Letter to the World.\"\u003c/p>\n\u003ch2>Story as Connector\u003c/h2>\n\u003cp>When Kate DiCamillo was the National Ambassador for Young People’s Literature, she said, “Together, we see the world. Together, we see one another. We connect. And when we connect, we are changed.” Stories answer this call by helping us open our hearts and connect. Think about times when everyone in a community comes together to celebrate a book or when every fifth grader has tears running down their faces after their teacher reads aloud the last sentence in John David Anderson’s \"Ms. Bixby’s Last Day.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In addition to these five affective elements of story, story can serve as windows, mirrors, and sliding glass doors. In her seminal 1990 article, Dr. Rudine Sims Bishop wrote, \"Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created and recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience.\" As you reflect on the five affective elements of story presented here, what connections to Sims Bishop’s work can you make? How can seeing books through the lens of mirrors, windows, and sliding glass doors inform our understanding of the ways story acts to clarify, connect, heal, inspire, and teach us?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60519 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png\" alt=\"\" width=\"155\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-800x799.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu-768x767.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/JohnSchu.png 1318w\" sizes=\"(max-width: 155px) 100vw, 155px\">\u003c/strong>\u003ca href=\"https://twitter.com/MrSchuReads\" target=\"_blank\" rel=\"noopener noreferrer\">John Schu\u003c/a> has made a career out of advocating for the people and things he cares about most: kids, books and the people that connect them. John is a children’s book author, a part-time lecturer at Rutgers University, and the children’s librarian for \u003ca href=\"https://www.bookelicious.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Bookelicious\u003c/a>. his greatest joy is sharing his love of reading with countless educators and students around the world.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_21014"],"tags":["mindshift_21250","mindshift_972","mindshift_20646","mindshift_895","mindshift_444","mindshift_550","mindshift_21259","mindshift_21397"],"featImg":"mindshift_60521","label":"mindshift"},"mindshift_60084":{"type":"posts","id":"mindshift_60084","meta":{"index":"posts_1591205157","site":"mindshift","id":"60084","score":null,"sort":[1672829708000]},"guestAuthors":[],"slug":"everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students","title":"Everyone is welcome: making school libraries culturally relevant for all students","publishDate":1672829708,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://my.iste.org/s/store?_ga=2.159544378.645381022.1636389062-1268049923.1597085541#/store/browse/detail/a1w1U000004yxGzQAI\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Julia Torres and Valerie Tagoe. Published by ISTE.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>A Space for Building Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we think about the school library as a place where reading communities begin and are nurtured, we have to remember that a school is a place where many students do not inherently feel welcome. Historically speaking, school systems have been an instrumental part of systems of colonization and indoctrination. In Ngũgĩ wa Thiong’o’s famous essay “Decolonising the Mind” (1986), we learn that students have been socialized to shame one another for speaking Kikuyu, their mother tongue. The tendency to demonize the unique parts of us that make us individuals, and to praise or reward the parts of people that demonstrate their assimilation with the dominant culture is pervasive throughout all of humankind. From Japan, which kept its borders closed to visitors from the West (until the arrival of Commodore Perry in 1853), all the way to the Hawaiian Islands, whose indigenous population was decimated with the arrival of colonizers and smallpox in 1778, education has been used to dominate and subjugate throughout human history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can we do to transform our educational system from one of subjugation and assimilation to one where everyone is truly welcome, a system based upon precepts of liberation and freedom?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Librarianship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"wp-image-60164 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg\" alt=\"Liven Up Your Library book cover\" width=\"250\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-1020x1577.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-160x247.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-768x1187.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-994x1536.jpg 994w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary.jpg 1294w\" sizes=\"(max-width: 250px) 100vw, 250px\">The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education. Many have written and taught about culturally relevant pedagogy, or CRP (not to be confused with CRT) and it is the child of what began as multicultural education. When we think about culturally relevant librarianship, we have to consider that librarianship is in essence the curation, preservation, and dissemination of information and story. We must also remember that historically, information and stories have been the record of those who considered themselves to be the winners, the conquerors in societies the world over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In modern times, what we call CRP was coined by Gloria Ladson-Billings as a way in which we remain responsive to and aware of the need of all children to have an experience (in library and classroom environments) that is empowering, restorative, and validating.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you begin to explore culturally responsive librarianship, begin by asking yourself the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students feel empowered?\u003c/b>\u003cspan style=\"font-weight: 400\"> We lift up stories and information that depict all people, not just those of the global majority, as inventors, explorers, discoverers, and victors.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students are restored through the information they seek and find? \u003c/b>\u003cspan style=\"font-weight: 400\">We make sure information seeking is a collaborative process and one that includes search terms, keywords, and databases that center around people and funds of knowledge outside those of Western Europe.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we validate students in an effort to make sure they truly feel welcome in library space? \u003c/b>\u003cspan style=\"font-weight: 400\">We center their funds of knowledge and make sure they know their stories are valued and valid, even if those from the dominant culture do not understand the cultural norms, language, and value depicted within them.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Developing Cultural Competency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding and undertaking this work is a process. According to Monteil-Overall and Reyes-Escudero (2015, p. 24), a continuum of cultural competency exists, from cultural incapacity to cultural proficiency:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural incapacity.\u003c/b>\u003cspan style=\"font-weight: 400\"> Failure to understand why a person would need to understand anyone else’s culture.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural blindness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals claim not to see differences between individuals and feel it is inappropriate to discuss \u003c/span>\u003cspan style=\"font-weight: 400\">differences.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural awareness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals candidly recognize differences and have some knowledge of what makes individuals ethnically, racially, linguistically, culturally, or in other ways \u003c/span>\u003cspan style=\"font-weight: 400\">unique.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural competence.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals who adapt their practice to meet the needs of those around them.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural proficiency.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals with the capacity to understand social justice issues and who work to eliminate inequities faced by cultural groups. (Adapted from Mardis & Oberg, 2019.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to support people of any age moving along the continuum, it is important to seek tools that facilitate conversation, to read and study them, and to do the internal work of interrogating our own biases and how they have been formed. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians curating collections can look to \u003c/span>\u003ca href=\"https://socialjusticebooks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">socialjusticebooks.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for examples of book lists or readers’ advisory suggestions that align with specific cultural/ethnic/racial groups.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to develop their understanding of how library classification systems may be exclusionary or biased may read \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/remembering-howard-university-librarian-who-decolonized-way-books-were-catalogued-180970890/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this Smithsonian article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to depart from the Western methods of library classification may choose to organize library materials with an indigenous system of knowledge classification, like \u003c/span>\u003ca href=\"https://guides.library.ubc.ca/c.php?g=307208&p=2049510\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this example from the University of British Columbia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Many librarians have chosen to genrefy their libraries in an attempt to emulate the organization systems used by bookstores. Genrefication is a step toward student empowerment and away from dependence. Learn more from \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/2021/09/01/the-switch-to-genrefication/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this article in American Libraries magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://www.juliaetorres.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60177\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg\" alt=\"Julia Torres\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-scaled.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">Julia E. Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a language arts teacher and librarian in Denver, Colorado. An advocate for all students and public education, Torres is a frequent conference and event speaker, and facilitates workshops and professional conversations about equity, anti-bias/anti-racist education, culturally sustaining pedagogies and literacy in the digital age. She is a current member of the Amelia Elizabeth Walden Award Committee, a 2020 Library Journal Mover and Shaker and a past president of the Colorado Language Arts Society (a regional affiliate of the National Council of Teachers of English). She holds a master’s of education in secondary education curriculum and instruction from University of Phoenix, a master’s in creative writing from Regis University and a masters in library and information science from the University of Denver.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-60171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg\" alt=\"Valerie Tagoe\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-768x1153.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie.jpg 816w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cem>\u003ca href=\"https://twitter.com/bookmarksllc\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Valerie Tagoe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a high school librarian in Texas. She’s a winner of the S. Janice Kee Award from Texas Woman’s University, and a past president of the Dallas Association of School Librarians. Currently, she’s a member of the Young Adult Library Services Association board of directors. In addition to serving on the board, Tagoe is also active in the Texas Library Association as a member of its legislative committee. She holds a bachelor’s in French, with a minor in history, from the University of Oklahoma; a master’s of bilingual education from Southern Methodist University; and an MLS from Texas Woman's University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education, write school librarians Julia Torres and Valerie Tagoe in “Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens.\"","status":"publish","parent":0,"modified":1672084563,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1072},"headData":{"title":"Everyone is welcome: making school libraries culturally relevant for all students - MindShift","description":"The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Everyone is welcome: making school libraries culturally relevant for all students","datePublished":"2023-01-04T10:55:08.000Z","dateModified":"2022-12-26T19:56:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://my.iste.org/s/store?_ga=2.159544378.645381022.1636389062-1268049923.1597085541#/store/browse/detail/a1w1U000004yxGzQAI\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Julia Torres and Valerie Tagoe. Published by ISTE.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>A Space for Building Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we think about the school library as a place where reading communities begin and are nurtured, we have to remember that a school is a place where many students do not inherently feel welcome. Historically speaking, school systems have been an instrumental part of systems of colonization and indoctrination. In Ngũgĩ wa Thiong’o’s famous essay “Decolonising the Mind” (1986), we learn that students have been socialized to shame one another for speaking Kikuyu, their mother tongue. The tendency to demonize the unique parts of us that make us individuals, and to praise or reward the parts of people that demonstrate their assimilation with the dominant culture is pervasive throughout all of humankind. From Japan, which kept its borders closed to visitors from the West (until the arrival of Commodore Perry in 1853), all the way to the Hawaiian Islands, whose indigenous population was decimated with the arrival of colonizers and smallpox in 1778, education has been used to dominate and subjugate throughout human history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can we do to transform our educational system from one of subjugation and assimilation to one where everyone is truly welcome, a system based upon precepts of liberation and freedom?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Librarianship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"wp-image-60164 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg\" alt=\"Liven Up Your Library book cover\" width=\"250\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-1020x1577.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-160x247.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-768x1187.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-994x1536.jpg 994w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary.jpg 1294w\" sizes=\"(max-width: 250px) 100vw, 250px\">The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education. Many have written and taught about culturally relevant pedagogy, or CRP (not to be confused with CRT) and it is the child of what began as multicultural education. When we think about culturally relevant librarianship, we have to consider that librarianship is in essence the curation, preservation, and dissemination of information and story. We must also remember that historically, information and stories have been the record of those who considered themselves to be the winners, the conquerors in societies the world over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In modern times, what we call CRP was coined by Gloria Ladson-Billings as a way in which we remain responsive to and aware of the need of all children to have an experience (in library and classroom environments) that is empowering, restorative, and validating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you begin to explore culturally responsive librarianship, begin by asking yourself the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students feel empowered?\u003c/b>\u003cspan style=\"font-weight: 400\"> We lift up stories and information that depict all people, not just those of the global majority, as inventors, explorers, discoverers, and victors.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students are restored through the information they seek and find? \u003c/b>\u003cspan style=\"font-weight: 400\">We make sure information seeking is a collaborative process and one that includes search terms, keywords, and databases that center around people and funds of knowledge outside those of Western Europe.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we validate students in an effort to make sure they truly feel welcome in library space? \u003c/b>\u003cspan style=\"font-weight: 400\">We center their funds of knowledge and make sure they know their stories are valued and valid, even if those from the dominant culture do not understand the cultural norms, language, and value depicted within them.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Developing Cultural Competency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding and undertaking this work is a process. According to Monteil-Overall and Reyes-Escudero (2015, p. 24), a continuum of cultural competency exists, from cultural incapacity to cultural proficiency:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural incapacity.\u003c/b>\u003cspan style=\"font-weight: 400\"> Failure to understand why a person would need to understand anyone else’s culture.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural blindness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals claim not to see differences between individuals and feel it is inappropriate to discuss \u003c/span>\u003cspan style=\"font-weight: 400\">differences.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural awareness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals candidly recognize differences and have some knowledge of what makes individuals ethnically, racially, linguistically, culturally, or in other ways \u003c/span>\u003cspan style=\"font-weight: 400\">unique.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural competence.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals who adapt their practice to meet the needs of those around them.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural proficiency.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals with the capacity to understand social justice issues and who work to eliminate inequities faced by cultural groups. (Adapted from Mardis & Oberg, 2019.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to support people of any age moving along the continuum, it is important to seek tools that facilitate conversation, to read and study them, and to do the internal work of interrogating our own biases and how they have been formed. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians curating collections can look to \u003c/span>\u003ca href=\"https://socialjusticebooks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">socialjusticebooks.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for examples of book lists or readers’ advisory suggestions that align with specific cultural/ethnic/racial groups.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to develop their understanding of how library classification systems may be exclusionary or biased may read \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/remembering-howard-university-librarian-who-decolonized-way-books-were-catalogued-180970890/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this Smithsonian article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to depart from the Western methods of library classification may choose to organize library materials with an indigenous system of knowledge classification, like \u003c/span>\u003ca href=\"https://guides.library.ubc.ca/c.php?g=307208&p=2049510\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this example from the University of British Columbia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Many librarians have chosen to genrefy their libraries in an attempt to emulate the organization systems used by bookstores. Genrefication is a step toward student empowerment and away from dependence. Learn more from \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/2021/09/01/the-switch-to-genrefication/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this article in American Libraries magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://www.juliaetorres.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60177\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg\" alt=\"Julia Torres\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-scaled.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">Julia E. Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a language arts teacher and librarian in Denver, Colorado. An advocate for all students and public education, Torres is a frequent conference and event speaker, and facilitates workshops and professional conversations about equity, anti-bias/anti-racist education, culturally sustaining pedagogies and literacy in the digital age. She is a current member of the Amelia Elizabeth Walden Award Committee, a 2020 Library Journal Mover and Shaker and a past president of the Colorado Language Arts Society (a regional affiliate of the National Council of Teachers of English). She holds a master’s of education in secondary education curriculum and instruction from University of Phoenix, a master’s in creative writing from Regis University and a masters in library and information science from the University of Denver.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-60171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg\" alt=\"Valerie Tagoe\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-768x1153.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie.jpg 816w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cem>\u003ca href=\"https://twitter.com/bookmarksllc\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Valerie Tagoe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a high school librarian in Texas. She’s a winner of the S. Janice Kee Award from Texas Woman’s University, and a past president of the Dallas Association of School Librarians. Currently, she’s a member of the Young Adult Library Services Association board of directors. In addition to serving on the board, Tagoe is also active in the Texas Library Association as a member of its legislative committee. She holds a bachelor’s in French, with a minor in history, from the University of Oklahoma; a master’s of bilingual education from Southern Methodist University; and an MLS from Texas Woman's University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students","authors":["4354"],"categories":["mindshift_21491"],"tags":["mindshift_972","mindshift_21371","mindshift_21126","mindshift_895","mindshift_21259"],"featImg":"mindshift_60401","label":"mindshift"},"mindshift_60721":{"type":"posts","id":"mindshift_60721","meta":{"index":"posts_1591205157","site":"mindshift","id":"60721","score":null,"sort":[1671651327000]},"guestAuthors":[],"slug":"banned-books-author-susan-kuklin-on-allowing-teens-to-control-their-own-narratives","title":"Banned Books: Author Susan Kuklin on allowing teens to control their own narratives","publishDate":1671651327,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This discussion with Susan Kuklin is part of a series of interviews with — and \u003ca href=\"https://www.npr.org/2022/12/21/1144627475/author-susan-kuklin-beyond-magenta-book-ban\">essays\u003c/a>\u003c/em>\u003cem> by — authors who are finding their books being challenged and banned in the U.S.\u003c/em>\u003c/p>\n\u003cp>Writer and photographer Susan Kuklin is the author of the award-winning nonfiction book, \u003cem>Beyond Magenta: Transgender Teens Speak Out.\u003c/em> The book is banned from school library shelves in 11 school districts in the U.S.\u003c/p>\n\u003cp>The book compiles Kuklin's photos of — and interviews with — transgender and nonbinary teens and young adults. The stories these teens tell are raw and heartfelt. They describe their experiences transitioning and reflect on their identities.\u003c/p>\n\u003cp>Kuklin's work often focuses on human rights issues; she has written about topics ranging from immigration to the AIDS epidemic. \u003cem>Beyond Magenta, \u003c/em>published in 2014, has been on the American Library Association's (ALA) \u003ca href=\"https://www.npr.org/2022/04/04/1090067026/efforts-to-ban-books-jumped-an-unprecedented-four-fold-in-2021-ala-report-says\">list of most books most often challenged\u003c/a> a number of times since 2015, cited for \"for LGBTQIA+ content and because it was considered to be sexually explicit.\"\u003c/p>\n\u003cp>\u003cem>The interview below has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On how everyone is human\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60725 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/beyond-magenta-2-160x192.jpg\" alt=\"\" width=\"160\" height=\"192\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/beyond-magenta-2-160x192.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/beyond-magenta-2.jpg 300w\" sizes=\"(max-width: 160px) 100vw, 160px\">When I was talking to various people about whether or not I should be doing the book and what are some of the issues that needed to be addressed. I was uncomfortable, when I didn't know what the sex of the person was. It just felt strange to me and I thought, why should it feel strange to me? Would I be speaking differently to a man than to a woman? It just didn't sit right. And I thought, are we hard wired to believe this? And so I went on a quest to find out if indeed we were hard wired. And I found that we're not. Because very quickly, once I got to know people, it became totally irrelevant... people are people. And that's the point of all my books that people are people and they do some crazy things, some negative things, some positive things, and that's who we are.\u003c/p>\n\u003cp>\u003cstrong>On \u003cem>Beyond Magenta\u003c/em> being challenged\u003c/strong>\u003c/p>\n\u003cp>It's kind of awful, frankly. When I think about it. I think... here are these kids whose main reason was to... control their own narrative. And they're really good kids. They're nice kids. And my whole for doing this point was to start a conversation to bring humanity to the page, to show some empathy, to just be able to broaden ourselves. And instead the book is being vilified. Vilified because of who these people are.\u003c/p>\n\u003cp>\u003cstrong>On what it means to have a book banned vs. challenged\u003c/strong>\u003c/p>\n\u003cp>Well, banned and challenged are two different points. When you're challenged, a person, a parent, whoever goes to the school and fills out a form saying this book should not be in your library. That's the challenge. Banned is the actual removal of the book.\u003c/p>\n\u003cp>\u003cstrong>On what some people are objecting to in her book\u003c/strong>\u003c/p>\n\u003cp>Oddly, people are mostly complaining about things that have little to do with being transgender. So what they do is they'll pick a paragraph from the story, whether it's bad language — because kids curse — or whether it's a story of someone's life. They take it out of context, and then they turn — they complain about that, that the whole book should be banned and everything that's in it because of a paragraph here or a word there.\u003c/p>\n\u003cp>...people took [one] chapter and that story and turned it around into something very negative and very ugly. Whereas I saw it as an example of how someone can survive. I saw that chapter as someone who started — who was born into a terrible environment with lots of violence and very little education and managed to become a hero and live a successful life and go to college. To pretend that people like this do not exist is ridiculous because we know they do exist, and so their voices being heard could be very helpful.\u003c/p>\n\u003cp>\u003cstrong>On the importance of telling stories that inform understanding\u003c/strong>\u003c/p>\n\u003cp>Those kids are so important to me. They're just beautiful people. I think the one story that I appreciated a lot was a young trans woman who went to an all boys Catholic school in the Bronx. By her senior year she decided she was going to live her true life...she started a transition right there in school. She bucked an awful lot of bullying and teasing and stood her ground — and today is a beautiful artist and creative person and living a wonderful life. Also in that chapter, which was very important to me, was her mother, who was very much opposed to her becoming female — her transitioning. Her evolution from being frightened, scared, uninformed to an absolutely adoring parent is a beautiful story. The mother asked to be in the book. She said she wanted her point to be taken so that parents would know what they were feeling... getting concerned because of parental love. You love your child. You hear your child. You love your child.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Claire Murashima produced the broadcast version of this story. Meghan Collins Sullivan edited this story for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Banned+Books%3A+Author+Susan+Kuklin+on+telling+stories+that+inform+understanding+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Susan Kuklin published the award-winning \"Beyond Magenta\" in 2014. The collection of images and interviews with transgender and nonbinary teens and young adults centers their experiences and identities.","status":"publish","parent":0,"modified":1672274452,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":889},"headData":{"title":"Banned Books: Author Susan Kuklin on allowing teens to control their own narratives - MindShift","description":"Susan Kuklin's award-winning 2014 book, "Beyond Magenta," centers voices and images of transgender and nonbinary teens. It's banned in 11 school districts.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Banned Books: Author Susan Kuklin on allowing teens to control their own narratives","datePublished":"2022-12-21T19:35:27.000Z","dateModified":"2022-12-29T00:40:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Pilar Galvan, Reena Advani, Steve Inskeep","nprImageAgency":"Candlewick Press","nprStoryId":"1143100410","nprApiLink":"http://api.npr.org/query?id=1143100410&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/12/21/1143100410/banned-books-author-susan-kuklin-beyond-magenta?ft=nprml&f=1143100410","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Dec 2022 11:01:00 -0500","nprStoryDate":"Wed, 21 Dec 2022 05:11:00 -0500","nprLastModifiedDate":"Wed, 21 Dec 2022 11:01:30 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/12/20221221_me_banned_books_author_susan_kuklin_on_telling_stories_that_inform_understanding_.mp3?orgId=1&topicId=1033&d=426&p=3&story=1143100410&ft=nprml&f=1143100410","nprAudioM3u":"http://api.npr.org/m3u/11144627767-f5b557.m3u?orgId=1&topicId=1033&d=426&p=3&story=1143100410&ft=nprml&f=1143100410","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60721/banned-books-author-susan-kuklin-on-allowing-teens-to-control-their-own-narratives","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/12/20221221_me_banned_books_author_susan_kuklin_on_telling_stories_that_inform_understanding_.mp3?orgId=1&topicId=1033&d=426&p=3&story=1143100410&ft=nprml&f=1143100410","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This discussion with Susan Kuklin is part of a series of interviews with — and \u003ca href=\"https://www.npr.org/2022/12/21/1144627475/author-susan-kuklin-beyond-magenta-book-ban\">essays\u003c/a>\u003c/em>\u003cem> by — authors who are finding their books being challenged and banned in the U.S.\u003c/em>\u003c/p>\n\u003cp>Writer and photographer Susan Kuklin is the author of the award-winning nonfiction book, \u003cem>Beyond Magenta: Transgender Teens Speak Out.\u003c/em> The book is banned from school library shelves in 11 school districts in the U.S.\u003c/p>\n\u003cp>The book compiles Kuklin's photos of — and interviews with — transgender and nonbinary teens and young adults. The stories these teens tell are raw and heartfelt. They describe their experiences transitioning and reflect on their identities.\u003c/p>\n\u003cp>Kuklin's work often focuses on human rights issues; she has written about topics ranging from immigration to the AIDS epidemic. \u003cem>Beyond Magenta, \u003c/em>published in 2014, has been on the American Library Association's (ALA) \u003ca href=\"https://www.npr.org/2022/04/04/1090067026/efforts-to-ban-books-jumped-an-unprecedented-four-fold-in-2021-ala-report-says\">list of most books most often challenged\u003c/a> a number of times since 2015, cited for \"for LGBTQIA+ content and because it was considered to be sexually explicit.\"\u003c/p>\n\u003cp>\u003cem>The interview below has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On how everyone is human\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60725 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/beyond-magenta-2-160x192.jpg\" alt=\"\" width=\"160\" height=\"192\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/beyond-magenta-2-160x192.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/beyond-magenta-2.jpg 300w\" sizes=\"(max-width: 160px) 100vw, 160px\">When I was talking to various people about whether or not I should be doing the book and what are some of the issues that needed to be addressed. I was uncomfortable, when I didn't know what the sex of the person was. It just felt strange to me and I thought, why should it feel strange to me? Would I be speaking differently to a man than to a woman? It just didn't sit right. And I thought, are we hard wired to believe this? And so I went on a quest to find out if indeed we were hard wired. And I found that we're not. Because very quickly, once I got to know people, it became totally irrelevant... people are people. And that's the point of all my books that people are people and they do some crazy things, some negative things, some positive things, and that's who we are.\u003c/p>\n\u003cp>\u003cstrong>On \u003cem>Beyond Magenta\u003c/em> being challenged\u003c/strong>\u003c/p>\n\u003cp>It's kind of awful, frankly. When I think about it. I think... here are these kids whose main reason was to... control their own narrative. And they're really good kids. They're nice kids. And my whole for doing this point was to start a conversation to bring humanity to the page, to show some empathy, to just be able to broaden ourselves. And instead the book is being vilified. Vilified because of who these people are.\u003c/p>\n\u003cp>\u003cstrong>On what it means to have a book banned vs. challenged\u003c/strong>\u003c/p>\n\u003cp>Well, banned and challenged are two different points. When you're challenged, a person, a parent, whoever goes to the school and fills out a form saying this book should not be in your library. That's the challenge. Banned is the actual removal of the book.\u003c/p>\n\u003cp>\u003cstrong>On what some people are objecting to in her book\u003c/strong>\u003c/p>\n\u003cp>Oddly, people are mostly complaining about things that have little to do with being transgender. So what they do is they'll pick a paragraph from the story, whether it's bad language — because kids curse — or whether it's a story of someone's life. They take it out of context, and then they turn — they complain about that, that the whole book should be banned and everything that's in it because of a paragraph here or a word there.\u003c/p>\n\u003cp>...people took [one] chapter and that story and turned it around into something very negative and very ugly. Whereas I saw it as an example of how someone can survive. I saw that chapter as someone who started — who was born into a terrible environment with lots of violence and very little education and managed to become a hero and live a successful life and go to college. To pretend that people like this do not exist is ridiculous because we know they do exist, and so their voices being heard could be very helpful.\u003c/p>\n\u003cp>\u003cstrong>On the importance of telling stories that inform understanding\u003c/strong>\u003c/p>\n\u003cp>Those kids are so important to me. They're just beautiful people. I think the one story that I appreciated a lot was a young trans woman who went to an all boys Catholic school in the Bronx. By her senior year she decided she was going to live her true life...she started a transition right there in school. She bucked an awful lot of bullying and teasing and stood her ground — and today is a beautiful artist and creative person and living a wonderful life. Also in that chapter, which was very important to me, was her mother, who was very much opposed to her becoming female — her transitioning. Her evolution from being frightened, scared, uninformed to an absolutely adoring parent is a beautiful story. The mother asked to be in the book. She said she wanted her point to be taken so that parents would know what they were feeling... getting concerned because of parental love. You love your child. You hear your child. You love your child.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Claire Murashima produced the broadcast version of this story. Meghan Collins Sullivan edited this story for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Banned+Books%3A+Author+Susan+Kuklin+on+telling+stories+that+inform+understanding+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60721/banned-books-author-susan-kuklin-on-allowing-teens-to-control-their-own-narratives","authors":["byline_mindshift_60721"],"categories":["mindshift_21445","mindshift_21517","mindshift_21014"],"tags":["mindshift_21516","mindshift_972","mindshift_21518","mindshift_1038","mindshift_21451","mindshift_21397"],"featImg":"mindshift_60722","label":"mindshift"},"mindshift_59275":{"type":"posts","id":"mindshift_59275","meta":{"index":"posts_1591205157","site":"mindshift","id":"59275","score":null,"sort":[1649402602000]},"guestAuthors":[],"slug":"graphic-novels-about-greek-gods-that-dont-talk-down-to-kids","title":"Graphic novels about Greek gods that don't talk down to kids","publishDate":1649402602,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Graphic novelist George O'Connor is a big hit on the grade school circuit. On a visit to Brent Elementary School in Washington, D.C. in early March, he talked about his creative process with about 70 fourth graders. On a big blank sheet of white paper, he drew the face of Dionysos, the god of wine and the subject of his latest book.\u003c/p>\n\u003cp>\"A lot of people tried to replicate it, but I feel like no one can do such a good style,\" said Ari, one of the fourth graders.\u003c/p>\n\u003cp>His classmate Azania added, \"He also did it in like five seconds which makes it even more incredible.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/04/05/dionysossketchbrentelem-01421a670ef93cee5ffdcee7849892212fc4ef47-edit_custom-55d0fee9a7233e0b018907cdc73a8d5465a72b6f-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1466\">\u003cfigcaption class=\"wp-caption-text\">On his visit to Brent Elementary School in Washington, DC, George O'Connor drew an impromptu Dionysos on the spot. (Photo by Annie Schutte)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Dionysos: The New God\u003c/em> is the last of O'Connor's \u003ca href=\"https://www.georgeoconnorbooks.com/olympians\">Olympians\u003c/a>, a series of graphic novels he's been writing and illustrating for the last 12 years. Each book retells the ancient Greek myths through the lens of one of the gods or goddesses, from Athena, goddess of wisdom, to Hephaistos, god of the forge.\u003c/p>\n\u003cp>O'Connor's illustrations are bursting with action, humor and lots of details. He researched the ancient myths in order to get as close as possible to the original stories. That means his gods and goddesses are fierce, but also voluptuous, mischievous and even snarky. To him, the Olympians are a family of distinct individuals. \"There's certain personality traits that come to the fore,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take Zeus. O'Connor thinks a lot of the exalted depictions of the \"King of Gods\" are just wrong.\u003c/p>\n\u003cp>\"He's not a dignified old gray-beard like Sir Laurence Olivier or Liam Neeson,\" O'Connor scoffed. \"He'd be this 21 year old surfer dude from California with sick abs.\"\u003c/p>\n\u003cp>He pointed out that in most of the Zeus myths, the god is chasing those he's attracted to. \"He can look like anything he wants. He wouldn't ever be the old dignified man. That's not Zeus.\"\u003c/p>\n\u003cp>O'Connor's favorite goddess is Zeus' wife Hera, whom he says is \"full of quiet grace and dignity.\"\u003c/p>\n\u003cp>\"In many retellings, she gets cast very simply as a bad guy, as the jealous shrew of a wife,\" he said, \"not taking into account that Zeus is the worst husband imaginable.\"\u003c/p>\n\u003cfigure id=\"attachment_59278\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59278\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4.jpg 1398w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Hera is graphic novelist George O'Connor's favorite goddess. \u003ccite>(Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hera's marriage is betrayed. Artemis is clear that she will never be touched by men. Dionysos is born female and then becomes male. That the books don't turn their gaze from all of this is refreshing, said Brent Elementary school fourth grade teacher Caitlin Arbuckle.\u003c/p>\n\u003cp>\"He doesn't shy away from the gender aspect, doesn't shy away from the fact the Dionysos enjoys a lot of wine, like the more adult things. But these kids, by the time they're in fourth grade, a lot of them, they do have that maturity and they know about the world,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59279\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59279\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4.jpg 431w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children.' I try not to clean up any of that.\" -Graphic novelist George O'Connor \u003ccite>(Nicole Swift/Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's part of the point of his books, O'Connor said. He doesn't talk down to kids — and that's what draws kids to them. \"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children,'\" he said. \"I try not to clean up any of that. The world is filled with things that maybe upset your particular worldview, but they exist and they're things that children are going to encounter. So why not encounter them in story?\"\u003c/p>\n\u003cp>Dionysos is the last Olympian for O'Connor, ending his series. Next up: graphic novels on Norse mythology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Vanasco edited this story for air and web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Graphic+novels+about+Greek+gods+that+don%27t+talk+down+to+kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"George O'Connor spent 12 years turning the Greek gods into best-selling graphic novels for kids. They're faithful to the ancient myths - which often include gender fluidity.","status":"publish","parent":0,"modified":1649402602,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":689},"headData":{"title":"Graphic novels about Greek gods that don't talk down to kids - MindShift","description":"George O'Connor spent 12 years turning the Greek gods into best-selling graphic novels for kids. They're faithful to the ancient myths - which often include gender fluidity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Graphic novels about Greek gods that don't talk down to kids","datePublished":"2022-04-08T07:23:22.000Z","dateModified":"2022-04-08T07:23:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59275 https://ww2.kqed.org/mindshift/?p=59275","disqusUrl":"https://ww2.kqed.org/mindshift/2022/04/08/graphic-novels-about-greek-gods-that-dont-talk-down-to-kids/","disqusTitle":"Graphic novels about Greek gods that don't talk down to kids","nprByline":"Elizabeth Blair","nprImageAgency":"Macmillan Children's Publishing Group / First Second","nprStoryId":"1091086084","nprApiLink":"http://api.npr.org/query?id=1091086084&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/04/06/1091086084/graphic-novels-about-greek-gods-that-dont-talk-down-to-kids?ft=nprml&f=1091086084","nprRetrievedStory":"1","nprPubDate":"Wed, 06 Apr 2022 12:01:00 -0400","nprStoryDate":"Wed, 06 Apr 2022 05:00:51 -0400","nprLastModifiedDate":"Wed, 06 Apr 2022 07:59:25 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/04/20220406_me_graphic_novels_about_greek_gods_that_dont_talk_down_to_kids.mp3?orgId=1&topicId=1032&d=290&p=3&story=1091086084&ft=nprml&f=1091086084","nprAudioM3u":"http://api.npr.org/m3u/11091199483-72d19d.m3u?orgId=1&topicId=1032&d=290&p=3&story=1091086084&ft=nprml&f=1091086084","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59275/graphic-novels-about-greek-gods-that-dont-talk-down-to-kids","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/04/20220406_me_graphic_novels_about_greek_gods_that_dont_talk_down_to_kids.mp3?orgId=1&topicId=1032&d=290&p=3&story=1091086084&ft=nprml&f=1091086084","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Graphic novelist George O'Connor is a big hit on the grade school circuit. On a visit to Brent Elementary School in Washington, D.C. in early March, he talked about his creative process with about 70 fourth graders. On a big blank sheet of white paper, he drew the face of Dionysos, the god of wine and the subject of his latest book.\u003c/p>\n\u003cp>\"A lot of people tried to replicate it, but I feel like no one can do such a good style,\" said Ari, one of the fourth graders.\u003c/p>\n\u003cp>His classmate Azania added, \"He also did it in like five seconds which makes it even more incredible.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/04/05/dionysossketchbrentelem-01421a670ef93cee5ffdcee7849892212fc4ef47-edit_custom-55d0fee9a7233e0b018907cdc73a8d5465a72b6f-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1466\">\u003cfigcaption class=\"wp-caption-text\">On his visit to Brent Elementary School in Washington, DC, George O'Connor drew an impromptu Dionysos on the spot. (Photo by Annie Schutte)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Dionysos: The New God\u003c/em> is the last of O'Connor's \u003ca href=\"https://www.georgeoconnorbooks.com/olympians\">Olympians\u003c/a>, a series of graphic novels he's been writing and illustrating for the last 12 years. Each book retells the ancient Greek myths through the lens of one of the gods or goddesses, from Athena, goddess of wisdom, to Hephaistos, god of the forge.\u003c/p>\n\u003cp>O'Connor's illustrations are bursting with action, humor and lots of details. He researched the ancient myths in order to get as close as possible to the original stories. That means his gods and goddesses are fierce, but also voluptuous, mischievous and even snarky. To him, the Olympians are a family of distinct individuals. \"There's certain personality traits that come to the fore,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take Zeus. O'Connor thinks a lot of the exalted depictions of the \"King of Gods\" are just wrong.\u003c/p>\n\u003cp>\"He's not a dignified old gray-beard like Sir Laurence Olivier or Liam Neeson,\" O'Connor scoffed. \"He'd be this 21 year old surfer dude from California with sick abs.\"\u003c/p>\n\u003cp>He pointed out that in most of the Zeus myths, the god is chasing those he's attracted to. \"He can look like anything he wants. He wouldn't ever be the old dignified man. That's not Zeus.\"\u003c/p>\n\u003cp>O'Connor's favorite goddess is Zeus' wife Hera, whom he says is \"full of quiet grace and dignity.\"\u003c/p>\n\u003cp>\"In many retellings, she gets cast very simply as a bad guy, as the jealous shrew of a wife,\" he said, \"not taking into account that Zeus is the worst husband imaginable.\"\u003c/p>\n\u003cfigure id=\"attachment_59278\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59278\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/hera_cover_sq-87136f90a68bf9b823b7a7402eac266ce9fe64e4.jpg 1398w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Hera is graphic novelist George O'Connor's favorite goddess. \u003ccite>(Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hera's marriage is betrayed. Artemis is clear that she will never be touched by men. Dionysos is born female and then becomes male. That the books don't turn their gaze from all of this is refreshing, said Brent Elementary school fourth grade teacher Caitlin Arbuckle.\u003c/p>\n\u003cp>\"He doesn't shy away from the gender aspect, doesn't shy away from the fact the Dionysos enjoys a lot of wine, like the more adult things. But these kids, by the time they're in fourth grade, a lot of them, they do have that maturity and they know about the world,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59279\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-59279\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/george-oconnor_headshot_cc-nicole-swift-3b40b1d665739a2f93a521f3396d57b940c81fc4.jpg 431w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children.' I try not to clean up any of that.\" -Graphic novelist George O'Connor \u003ccite>(Nicole Swift/Macmillan Children's Publishing Group / First Second)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's part of the point of his books, O'Connor said. He doesn't talk down to kids — and that's what draws kids to them. \"Greek mythology is filled with stuff that people would clutch their pearls at and be like, 'But the children,'\" he said. \"I try not to clean up any of that. The world is filled with things that maybe upset your particular worldview, but they exist and they're things that children are going to encounter. So why not encounter them in story?\"\u003c/p>\n\u003cp>Dionysos is the last Olympian for O'Connor, ending his series. Next up: graphic novels on Norse mythology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Vanasco edited this story for air and web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Graphic+novels+about+Greek+gods+that+don%27t+talk+down+to+kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59275/graphic-novels-about-greek-gods-that-dont-talk-down-to-kids","authors":["byline_mindshift_59275"],"categories":["mindshift_194"],"tags":["mindshift_972"],"featImg":"mindshift_59276","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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