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FM","link":"/"}},"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_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_60834":{"type":"posts","id":"mindshift_60834","meta":{"index":"posts_1591205157","site":"mindshift","id":"60834","score":null,"sort":[1673961494000]},"guestAuthors":[],"slug":"a-kids-guide-to-climate-change-plus-a-printable-comic","title":"A kid's guide to climate change (plus a printable comic)","publishDate":1673961494,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Are you a kid — or do you know a kid — who is learning about climate change?\u003c/p>\n\u003cp>It can be hard to know where to start. So we made a guide about how it's changing the planet and how to deal with the big feelings you might have when you hear about it. Click here to \u003ca href=\"#print\">print a paper version of this comic\u003c/a> at home or in your classroom, and here's more information about \u003ca href=\"#method\">how we made this\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60848\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png\" alt=\"\" width=\"800\" height=\"2057\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-160x411.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-768x1975.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-597x1536.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-796x2048.png 796w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"print\">\u003c/a> Print this comic out at home or in your classroom\u003c/h3>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1DZhf5i3gaB5PmIiiWcP2K5hW3IWUZRXW/view?usp=share_link\">\u003cstrong>Click here to download\u003c/strong>\u003c/a> and print this comic at home. When you print out the PDF file, select your printer's double-sided option with short-edge binding. Then fold the printed pages in half and organize them according to the page numbers. Feel free to make extra copies to share with your friends or your classmates!\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60849\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png\" alt=\"\" width=\"800\" height=\"642\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-160x128.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-768x616.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"method\">\u003c/a> Why we made this\u003c/h3>\n\u003cp>Over the years we've created resources for how parents can talk to their kids about climate change. This time we wanted to make something specifically for kids as they're processing their feelings. We also wanted to create a free resource for parents or teachers to use who are looking for ways to help their kids understand how the planet is changing.\u003c/p>\n\u003ch3>Our methodology\u003c/h3>\n\u003cp>We talked with scientists, psychologists and climate researchers to find the best information and proven practices for how to talk to young kids about climate change. We also interviewed several kids who have experienced climate disasters and have taken action in their local communities.\u003c/p>\n\u003ch3>Who this is for\u003c/h3>\n\u003cp>This comic is intended for kids ages 6-12, who are starting to hear about climate change or are starting to experience climate anxiety. But we hope it can be a resource for people of any age.\u003c/p>\n\u003ch3>Additional resources\u003c/h3>\n\u003cp>\u003ca href=\"https://www.npr.org/2022/11/17/1137156134/kids-youth-coping-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Coping with climate change: Advice for kids — from kids\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/10/22/772266241/how-to-talk-to-your-kids-about-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Climate change is here. These 6 tips can help you talk to kids about it\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/02/28/698304854/when-kids-ask-really-tough-questions-a-quick-guide\" target=\"_blank\" rel=\"noopener noreferrer\">When Kids Ask (Really) Tough Questions: A Quick Guide\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+kid%27s+guide+to+climate+change+%28plus+a+printable+comic%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Learning about climate change? Here's a comic for kids about what it is and how it's affecting the planet — as explained by kids who are experiencing it. And find out how to print this comic at home!","status":"publish","parent":0,"modified":1673999386,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":351},"headData":{"title":"A kid's guide to climate change (plus a printable comic) - MindShift","description":"Here's a comic for kids about what it is and how it's affecting the planet — as explained by kids who are experiencing it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A kid's guide to climate change (plus a printable comic)","datePublished":"2023-01-17T13:18:14.000Z","dateModified":"2023-01-17T23:49:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Lauren Sommer and Malaka Gharib","nprImageAgency":"Malaka Gharib/NPR","nprStoryId":"1144849154","nprApiLink":"http://api.npr.org/query?id=1144849154&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/01/17/1144849154/climate-change-kids-guide?ft=nprml&f=1144849154","nprRetrievedStory":"1","nprPubDate":"Tue, 17 Jan 2023 05:00:00 -0500","nprStoryDate":"Tue, 17 Jan 2023 05:00:43 -0500","nprLastModifiedDate":"Tue, 17 Jan 2023 05:00:43 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are you a kid — or do you know a kid — who is learning about climate change?\u003c/p>\n\u003cp>It can be hard to know where to start. So we made a guide about how it's changing the planet and how to deal with the big feelings you might have when you hear about it. Click here to \u003ca href=\"#print\">print a paper version of this comic\u003c/a> at home or in your classroom, and here's more information about \u003ca href=\"#method\">how we made this\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60848\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png\" alt=\"\" width=\"800\" height=\"2057\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-160x411.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-768x1975.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-597x1536.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-796x2048.png 796w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"print\">\u003c/a> Print this comic out at home or in your classroom\u003c/h3>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1DZhf5i3gaB5PmIiiWcP2K5hW3IWUZRXW/view?usp=share_link\">\u003cstrong>Click here to download\u003c/strong>\u003c/a> and print this comic at home. When you print out the PDF file, select your printer's double-sided option with short-edge binding. Then fold the printed pages in half and organize them according to the page numbers. Feel free to make extra copies to share with your friends or your classmates!\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60849\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png\" alt=\"\" width=\"800\" height=\"642\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-160x128.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-768x616.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"method\">\u003c/a> Why we made this\u003c/h3>\n\u003cp>Over the years we've created resources for how parents can talk to their kids about climate change. This time we wanted to make something specifically for kids as they're processing their feelings. We also wanted to create a free resource for parents or teachers to use who are looking for ways to help their kids understand how the planet is changing.\u003c/p>\n\u003ch3>Our methodology\u003c/h3>\n\u003cp>We talked with scientists, psychologists and climate researchers to find the best information and proven practices for how to talk to young kids about climate change. We also interviewed several kids who have experienced climate disasters and have taken action in their local communities.\u003c/p>\n\u003ch3>Who this is for\u003c/h3>\n\u003cp>This comic is intended for kids ages 6-12, who are starting to hear about climate change or are starting to experience climate anxiety. But we hope it can be a resource for people of any age.\u003c/p>\n\u003ch3>Additional resources\u003c/h3>\n\u003cp>\u003ca href=\"https://www.npr.org/2022/11/17/1137156134/kids-youth-coping-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Coping with climate change: Advice for kids — from kids\u003c/a>\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>\u003ca href=\"https://www.npr.org/2019/10/22/772266241/how-to-talk-to-your-kids-about-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Climate change is here. These 6 tips can help you talk to kids about it\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/02/28/698304854/when-kids-ask-really-tough-questions-a-quick-guide\" target=\"_blank\" rel=\"noopener noreferrer\">When Kids Ask (Really) Tough Questions: A Quick Guide\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+kid%27s+guide+to+climate+change+%28plus+a+printable+comic%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic","authors":["byline_mindshift_60834"],"categories":["mindshift_21508"],"tags":["mindshift_21124","mindshift_687"],"featImg":"mindshift_60835","label":"mindshift"},"mindshift_59984":{"type":"posts","id":"mindshift_59984","meta":{"index":"posts_1591205157","site":"mindshift","id":"59984","score":null,"sort":[1665298639000]},"guestAuthors":[],"slug":"real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes","title":"Real-world problems are no match for this new crop of Latina superheroes","publishDate":1665298639,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the multiverse of superheroes, some comic book and graphic novel creators are using Latina characters to challenge real-life issues.\u003c/p>\n\u003cp>New Yorker Edgardo Miranda-Rodriguez created \u003ca href=\"https://www.la-borinquena.com/\">\u003cem>La Borinqueña,\u003c/em>\u003c/a> a Puerto Rican superhero who crusades for issues affecting the Caribbean island – including climate change, economic displacement, renewable energy and Black Lives Matter.\u003c/p>\n\u003cp>In 2015, while writing stories for Marvel, Miranda learned that Puerto Rico had amassed an $80 billion debt. He decided to write his first graphic novel (which is independently published) to raise awareness and raise money for grassroots non-profit organizations in Puerto Rico.\u003c/p>\n\u003cp>\"\u003cem>La Borinqueña\u003c/em> is unapologetically an Afro-Boricua, a Black superhero of Puerto Rican descent who is also an activist,\" says Miranda.\u003c/p>\n\u003cp>In her first adventure, \"\u003cem>La Borinqueña\u003c/em> didn't fight a supervillain; she dealt with a massive hurricane that left the island in a complete blackout. The book was published months before Hurricane Maria devastated Puerto Rico in 2017, killing more than 3000 people and destroying homes.\u003c/p>\n\u003cfigure id=\"attachment_59986\" class=\"wp-caption alignnone\" style=\"max-width: 760px\">\u003cimg class=\"size-full wp-image-59986\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe\" alt=\"\" width=\"760\" height=\"1092\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe 760w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238-160x230.jpe 160w\" sizes=\"(max-width: 760px) 100vw, 760px\">\u003cfigcaption class=\"wp-caption-text\">La Borinqueña saves the day in Puerto Rico. \u003ccite>(Edgardo Miranda- Rodriguez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://www.nrdc.org/media/2022/220915\">latest issue of \u003cem>La Borinqueña \u003c/em>\u003c/a>commemorates the fifth anniversary of Hurricane Maria and comes at a time when Puerto Ricans are dealing with the aftermath of Hurricane Fiona, with no electricity or running water. It talks about the importance of climate-resilient reconstruction to reduce future impacts of natural disasters. Miranda partnered with the Natural Resources Defense Council to publish the special edition issue featuring celebrity activist Rosario Dawson.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was important for us to reflect on the power and resiliency of Puerto Ricans as they continue to sustainably rebuild from the disasters brought on by Hurricane Maria,\" Miranda wrote in a statement. \"At the same time, we must hold local and mainland U.S. leaders accountable for the harmful delays in distributing promised resources and services to the island in the aftermath. Puerto Rico, the island itself, and especially the people who call it home–deserve more.\"\u003c/p>\n\u003cp>\u003cem>La Borinqueña\u003c/em> is now a part of the collection by the Smithsonian and has been featured at the Puerto Rican Day Parade in New York and art exhibitions around the world. Actresses Dawson and Zoe Saldana have voiced \u003cem>La Borinqueña\u003c/em> for \u003ca href=\"https://www.youtube.com/watch?v=oEb90OfFLdI\">public service announcements \u003c/a>urging Latinos to register to vote.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=mVnXoWOMzCQ\u003c/p>\n\u003cp>A portion of the sales of the first line of \u003cem>La Borinqueña\u003c/em> action figures will be dedicated to \u003ca href=\"https://www.la-borinquena.com/la-borinquena-grants-program\">continued philanthropic work in Puerto Rico\u003c/a>. One of the newest ventures is a music video collaboration with Stretch and Bobbito + The M19's, featuring Eddie Palmieri.\u003c/p>\n\u003cp>Kayden Phoenix is a third-generation Chicana from L.A.'s Boyle Heights neighborhood. Her team of comic book superheroes, called \u003ca href=\"https://latinasuperheroes.com/\">\u003cem>A La Brava\u003c/em>\u003c/a>, are social justice crusaders who tackle femicide, teen suicide, gun control in schools, child trafficking and domestic violence.\u003c/p>\n\u003cp>\"I had to make superheroes that actually have grounded superpowers,\" she says.\u003c/p>\n\u003cp>Phoenix says she wants to go beyond the usual superhero stories. \"How many times you can save Metropolis or Gotham or Central Park or the world? If the team wants to save the world or the planet, you think of the \u003cem>Avengers\u003c/em> or the \u003cem>Guardians of the Galaxy\u003c/em>,\" she says. \"But who's going to save a real girl?\"\u003c/p>\n\u003cp>Her \u003cem>A La Brava\u003c/em> team includes:\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/jalisco\">Jalisco\u003c/a>,\" a Mexican Folklorico dancer with blades on the edges of her dresses. She takes on femicide in Mexico.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/santa\">Santa\u003c/a>,\" from the Texas-Mexico border, has divine strength. \"She's my brawler and she has deja vu,\" says Phoenix. Santa faces off against a corrupt politician called \"Ice.\" \"He's symbolic of ICE and all the detention centers and everything that comes with that.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/loquita\">Loquita\u003c/a>,\" a Boricua-Cubana from Miami, balances high school life with being a supernatural detective.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/ruca\">Ruca\u003c/a>,\" a Chicana from East L.A. has \"instant karma, so whatever, whatever you do to her, she can throw back right at you.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/bandita\">Bandida\u003c/a>, a Dominican gunslinger in New York. \"Bullets ricochet off of her,\" says Phoenix. \"She infiltrates a Broadway theater group and ends up taking it down for abusing the females.\"\u003c/p>\n\u003cfigure id=\"attachment_59988\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"size-full wp-image-59988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg\" alt=\"Fighting scene of Kayden Phoenix's A La Brava team\" width=\"1280\" height=\"1905\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-800x1191.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1020x1518.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-160x238.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-768x1143.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1032x1536.jpg 1032w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Kayden Phoenix's A La Brava team fights back. \u003ccite>(A La Brava comics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>As more \u003ca href=\"https://www.npr.org/2022/09/27/1124084114/latino-superheroes-are-saving-the-day-in-hollywood\">Latino superheroes\u003c/a> are featured in movies and on TV, these two comix creators hope their characters make it to the screen someday, too. And they'll be armed with powers to take on real-world problems.\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=Real-world+problems+are+no+match+for+this+new+crop+of+Latina+superheroes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"\u003cem>La Borinqueña\u003c/em> and the \u003cem>A La Brava\u003c/em> are new superheroes whose creators hope will influence change.","status":"publish","parent":0,"modified":1665558537,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":758},"headData":{"title":"Real-world problems are no match for this new crop of Latina superheroes - MindShift","description":"La Borinqueña and the A La Brava are new superheroes whose creators hope will influence change.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Real-world problems are no match for this new crop of Latina superheroes","datePublished":"2022-10-09T06:57:19.000Z","dateModified":"2022-10-12T07:08:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59984 https://ww2.kqed.org/mindshift/?p=59984","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/08/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes/","disqusTitle":"Real-world problems are no match for this new crop of Latina superheroes","nprByline":"Mandalit del Barco","nprImageAgency":"A La Brava comics","nprStoryId":"1126024106","nprApiLink":"http://api.npr.org/query?id=1126024106&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/10/08/1126024106/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes?ft=nprml&f=1126024106","nprRetrievedStory":"1","nprPubDate":"Sat, 08 Oct 2022 05:00:00 -0400","nprStoryDate":"Sat, 08 Oct 2022 05:00:38 -0400","nprLastModifiedDate":"Sat, 08 Oct 2022 05:00:38 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59984/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the multiverse of superheroes, some comic book and graphic novel creators are using Latina characters to challenge real-life issues.\u003c/p>\n\u003cp>New Yorker Edgardo Miranda-Rodriguez created \u003ca href=\"https://www.la-borinquena.com/\">\u003cem>La Borinqueña,\u003c/em>\u003c/a> a Puerto Rican superhero who crusades for issues affecting the Caribbean island – including climate change, economic displacement, renewable energy and Black Lives Matter.\u003c/p>\n\u003cp>In 2015, while writing stories for Marvel, Miranda learned that Puerto Rico had amassed an $80 billion debt. He decided to write his first graphic novel (which is independently published) to raise awareness and raise money for grassroots non-profit organizations in Puerto Rico.\u003c/p>\n\u003cp>\"\u003cem>La Borinqueña\u003c/em> is unapologetically an Afro-Boricua, a Black superhero of Puerto Rican descent who is also an activist,\" says Miranda.\u003c/p>\n\u003cp>In her first adventure, \"\u003cem>La Borinqueña\u003c/em> didn't fight a supervillain; she dealt with a massive hurricane that left the island in a complete blackout. The book was published months before Hurricane Maria devastated Puerto Rico in 2017, killing more than 3000 people and destroying homes.\u003c/p>\n\u003cfigure id=\"attachment_59986\" class=\"wp-caption alignnone\" style=\"max-width: 760px\">\u003cimg class=\"size-full wp-image-59986\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe\" alt=\"\" width=\"760\" height=\"1092\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe 760w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238-160x230.jpe 160w\" sizes=\"(max-width: 760px) 100vw, 760px\">\u003cfigcaption class=\"wp-caption-text\">La Borinqueña saves the day in Puerto Rico. \u003ccite>(Edgardo Miranda- Rodriguez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://www.nrdc.org/media/2022/220915\">latest issue of \u003cem>La Borinqueña \u003c/em>\u003c/a>commemorates the fifth anniversary of Hurricane Maria and comes at a time when Puerto Ricans are dealing with the aftermath of Hurricane Fiona, with no electricity or running water. It talks about the importance of climate-resilient reconstruction to reduce future impacts of natural disasters. Miranda partnered with the Natural Resources Defense Council to publish the special edition issue featuring celebrity activist Rosario Dawson.\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>\"It was important for us to reflect on the power and resiliency of Puerto Ricans as they continue to sustainably rebuild from the disasters brought on by Hurricane Maria,\" Miranda wrote in a statement. \"At the same time, we must hold local and mainland U.S. leaders accountable for the harmful delays in distributing promised resources and services to the island in the aftermath. Puerto Rico, the island itself, and especially the people who call it home–deserve more.\"\u003c/p>\n\u003cp>\u003cem>La Borinqueña\u003c/em> is now a part of the collection by the Smithsonian and has been featured at the Puerto Rican Day Parade in New York and art exhibitions around the world. Actresses Dawson and Zoe Saldana have voiced \u003cem>La Borinqueña\u003c/em> for \u003ca href=\"https://www.youtube.com/watch?v=oEb90OfFLdI\">public service announcements \u003c/a>urging Latinos to register to vote.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/mVnXoWOMzCQ'\n title='//www.youtube.com/embed/mVnXoWOMzCQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>A portion of the sales of the first line of \u003cem>La Borinqueña\u003c/em> action figures will be dedicated to \u003ca href=\"https://www.la-borinquena.com/la-borinquena-grants-program\">continued philanthropic work in Puerto Rico\u003c/a>. One of the newest ventures is a music video collaboration with Stretch and Bobbito + The M19's, featuring Eddie Palmieri.\u003c/p>\n\u003cp>Kayden Phoenix is a third-generation Chicana from L.A.'s Boyle Heights neighborhood. Her team of comic book superheroes, called \u003ca href=\"https://latinasuperheroes.com/\">\u003cem>A La Brava\u003c/em>\u003c/a>, are social justice crusaders who tackle femicide, teen suicide, gun control in schools, child trafficking and domestic violence.\u003c/p>\n\u003cp>\"I had to make superheroes that actually have grounded superpowers,\" she says.\u003c/p>\n\u003cp>Phoenix says she wants to go beyond the usual superhero stories. \"How many times you can save Metropolis or Gotham or Central Park or the world? If the team wants to save the world or the planet, you think of the \u003cem>Avengers\u003c/em> or the \u003cem>Guardians of the Galaxy\u003c/em>,\" she says. \"But who's going to save a real girl?\"\u003c/p>\n\u003cp>Her \u003cem>A La Brava\u003c/em> team includes:\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/jalisco\">Jalisco\u003c/a>,\" a Mexican Folklorico dancer with blades on the edges of her dresses. She takes on femicide in Mexico.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/santa\">Santa\u003c/a>,\" from the Texas-Mexico border, has divine strength. \"She's my brawler and she has deja vu,\" says Phoenix. Santa faces off against a corrupt politician called \"Ice.\" \"He's symbolic of ICE and all the detention centers and everything that comes with that.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/loquita\">Loquita\u003c/a>,\" a Boricua-Cubana from Miami, balances high school life with being a supernatural detective.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/ruca\">Ruca\u003c/a>,\" a Chicana from East L.A. has \"instant karma, so whatever, whatever you do to her, she can throw back right at you.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/bandita\">Bandida\u003c/a>, a Dominican gunslinger in New York. \"Bullets ricochet off of her,\" says Phoenix. \"She infiltrates a Broadway theater group and ends up taking it down for abusing the females.\"\u003c/p>\n\u003cfigure id=\"attachment_59988\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"size-full wp-image-59988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg\" alt=\"Fighting scene of Kayden Phoenix's A La Brava team\" width=\"1280\" height=\"1905\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-800x1191.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1020x1518.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-160x238.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-768x1143.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1032x1536.jpg 1032w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Kayden Phoenix's A La Brava team fights back. \u003ccite>(A La Brava comics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>As more \u003ca href=\"https://www.npr.org/2022/09/27/1124084114/latino-superheroes-are-saving-the-day-in-hollywood\">Latino superheroes\u003c/a> are featured in movies and on TV, these two comix creators hope their characters make it to the screen someday, too. And they'll be armed with powers to take on real-world problems.\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=Real-world+problems+are+no+match+for+this+new+crop+of+Latina+superheroes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59984/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes","authors":["byline_mindshift_59984"],"categories":["mindshift_20579"],"tags":["mindshift_687","mindshift_21392","mindshift_21483"],"featImg":"mindshift_59985","label":"mindshift"},"mindshift_56900":{"type":"posts","id":"mindshift_56900","meta":{"index":"posts_1591205157","site":"mindshift","id":"56900","score":null,"sort":[1603958329000]},"guestAuthors":[],"slug":"when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices","title":"When Kids Say ‘I’m not a reader’: How Librarians Can Disrupt Traumatic Reading Practices","publishDate":1603958329,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not a reader.” It’s a common refrain \u003c/span>\u003ca href=\"https://juliaetorres.blog/about/\">\u003cspan style=\"font-weight: 400\">Julia Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher-librarian in Denver Public Schools, has heard throughout her 16-year career. She’s seen students tear up books, throw them away or check them out only to immediately return them all because they didn’t have confidence in their ability to read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a librarian, Torres feels strongly that libraries should be spaces of liberation, places where students can develop a love of reading at any stage. Reading is a skill that everyone can grow to love, but too many negative experiences during a child’s literacy education can result in trauma that appears as boredom, apathy or even anger. When a student has a poor experience like being shamed for their reading choices\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">they can begin to associate reading with painful feelings of insecurity, humiliation and/or toxic stress. These negative experiences can start as early as kindergarten and go on to impact a student’s self-image throughout their entire educational career. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an American Library Association presentation \u003c/span>\u003ca href=\"https://www.eventscribe.com/2020/ALA-Annual/fsPopup.asp?Mode=presInfo&PresentationID=689234\">\u003ci>\u003cspan style=\"font-weight: 400\">Healing Reading Trauma: Rebuilding Love of Reading Through Libraries for Liberation\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Julia Torres and \u003c/span>\u003ca href=\"https://mtvernonlibrary.weebly.com/\">\u003cspan style=\"font-weight: 400\">Julie Stivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher-librarian at Mt. Vernon Middle School in North Carolina, explored how reading trauma is inflicted on students and what librarians can do to interrupt and prevent that trauma from occurring. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What causes reading trauma? \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Stivers and Torres, some of the practices that inflict reading trauma are: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>High-stakes testing\u003c/strong>, which encourages students to “perform” scholarship and regurgitate the answers they think the test givers want.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cstrong>Prioritizing “classics,”\u003c/strong> which are most often written by dead, white, straight, cis-gendered men. “A lot of our students do not read these books because they don't feel that they relate to the lives that they're living,” said Torres, who noted that the recent top books among her students were \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/22552026-long-way-down\">\u003ci>\u003cspan style=\"font-weight: 400\">Long Way Down\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">T\u003ca href=\"https://www.goodreads.com/book/show/32075671-the-hate-u-give\">he Hate U Give\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/33294200-the-poet-x?from_search=true&from_srp=true&qid=1YelCT9u0T&rank=1\">\u003ci>\u003cspan style=\"font-weight: 400\">The Poet X\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as poetry, manga, and graphic novels.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Shaming reading choices\u003c/strong> and judging what students want to read. If students are told that what they like to read (comics, manga and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\">\u003cspan style=\"font-weight: 400\">fan fiction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for example) do not “count,” they can disengage and lose their identities as readers.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Book leveling\u003c/strong>, which is often generated by a computer system that may incorrectly assess complexity of theme and language. “We have to be really cautious of the fact that leveling and scores are generated for teacher use, not so much for students to position themselves,” said Torres. When students feel like they’re not meeting their teachers’ expectations or when they don’t feel like where they should be as a learner, that can be a source of trauma.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What can librarians do to interrupt reading trauma? \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preventing reading trauma begins and centers on student empowerment. “We don’t want students always dependent on us to develop their lifelong reading,” said Torres. To interrupt traumatic practices, librarians can: \u003c/span>\u003c/p>\n\u003cp>\u003cb>Build an inclusive library.\u003c/b>\u003cspan style=\"font-weight: 400\"> Make sure that your collection is as inclusive and diverse as possible. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51336/how-genrefication-makes-school-libraries-more-like-bookstores\">\u003cspan style=\"font-weight: 400\">Genrefying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> your collection can make it easier for students to navigate and also help you identify gaps in your collection. Additionally, Stivers recalled an activity where she asked a student to find a book cover that looked like her. The student found a book within two minutes. Could your students immediately pick out a book that’s in display that looks like them? Find books that provide authentic and positive representations of your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Reevaluate your role and your priorities.\u003c/b>\u003cspan style=\"font-weight: 400\"> “We’re not gatekeepers of books,” said Stivers. “That’s not our role. I would much rather lose a book than a reader.” Can you empower your students to take control of the library and have a say in what’s purchased for the collection? If you’re a white librarian, remember as well that you’re not anyone’s savior, Stivers cautioned. “I’m not saving my kids because I’m pointing them in the direction of Jason Reynolds and Angie Thomas. I’m not doing things for them; I’m doing things with them.” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cb>Take a look at your policies\u003c/b>\u003cspan style=\"font-weight: 400\">. Get rid of fines, check-out limits, security gates, and punitive policies. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cb>Host inclusive programming.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, at Stivers’s library, she and her students created a set of guidelines for professional and collection development called the \u003c/span>\u003ca href=\"https://twitter.com/hashtag/libfive?lang=en\">\u003cspan style=\"font-weight: 400\">#LibFive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes tenets such as “Graphic novels and manga are not extra” and “Show the joy in our stories.” Instead of hosting traditional book fairs where students have to pay for books, her library hosts a True Book Fair, where students are invited to choose books intentionally curated to their interests without any costs. Read what your students are reading. Saying graphic novels count as real reading is only lip-service if you’re not reading those graphic novels yourself. “It’s hard to connect with them in the way that’s going to foster a love of reading,” said Stivers. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cb>Redefine what counts as reading.\u003c/b>\u003cspan style=\"font-weight: 400\"> Julia Torres is a firm believer in teaching skills, not texts. She encourages her students, even those in high school, to listen to audiobooks or read picture books. Find a way to teach important skills like comprehension or critical thinking with the texts that excite and interest students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Additional tips for creating virtual space\u003c/span>\u003c/h2>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connect students to authors on social media. Encourage students to interact with authors and get inspired to read and write. Apps like Goodreads, Twitter and Instagram can be great virtual spaces for discussing the work with authors and other readers.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend author’s virtual panels and encourage students to do the same. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Host online read alouds and small group reading instruction\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Get circulation data and conduct surveys asking students what they’re reading and their attitude towards reading during this time.\u003cbr>\n\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>https://twitter.com/teachingbean/status/1313889843282288641\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Students can get turned off to reading because of traumatic experiences, like shaming one's reading choices or high-stakes testing. Teacher-librarians offer advice on how to cultivate better reading experiences for kids. ","status":"publish","parent":0,"modified":1603958513,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1035},"headData":{"title":"When Kids Say ‘I’m not a reader’: How Librarians Can Disrupt Traumatic Reading Practices - MindShift","description":"Students can get turned off to reading because of traumatic experiences, like shaming one's reading choices or high-stakes testing. Teacher-librarians offer advice on how to cultivate better reading experiences for kids. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Kids Say ‘I’m not a reader’: How Librarians Can Disrupt Traumatic Reading Practices","datePublished":"2020-10-29T07:58:49.000Z","dateModified":"2020-10-29T08:01:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56900 https://ww2.kqed.org/mindshift/?p=56900","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/29/when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices/","disqusTitle":"When Kids Say ‘I’m not a reader’: How Librarians Can Disrupt Traumatic Reading Practices","nprByline":"Amielle Major","path":"/mindshift/56900/when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not a reader.” It’s a common refrain \u003c/span>\u003ca href=\"https://juliaetorres.blog/about/\">\u003cspan style=\"font-weight: 400\">Julia Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher-librarian in Denver Public Schools, has heard throughout her 16-year career. She’s seen students tear up books, throw them away or check them out only to immediately return them all because they didn’t have confidence in their ability to read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a librarian, Torres feels strongly that libraries should be spaces of liberation, places where students can develop a love of reading at any stage. Reading is a skill that everyone can grow to love, but too many negative experiences during a child’s literacy education can result in trauma that appears as boredom, apathy or even anger. When a student has a poor experience like being shamed for their reading choices\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">they can begin to associate reading with painful feelings of insecurity, humiliation and/or toxic stress. These negative experiences can start as early as kindergarten and go on to impact a student’s self-image throughout their entire educational career. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an American Library Association presentation \u003c/span>\u003ca href=\"https://www.eventscribe.com/2020/ALA-Annual/fsPopup.asp?Mode=presInfo&PresentationID=689234\">\u003ci>\u003cspan style=\"font-weight: 400\">Healing Reading Trauma: Rebuilding Love of Reading Through Libraries for Liberation\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Julia Torres and \u003c/span>\u003ca href=\"https://mtvernonlibrary.weebly.com/\">\u003cspan style=\"font-weight: 400\">Julie Stivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher-librarian at Mt. Vernon Middle School in North Carolina, explored how reading trauma is inflicted on students and what librarians can do to interrupt and prevent that trauma from occurring. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What causes reading trauma? \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Stivers and Torres, some of the practices that inflict reading trauma are: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>High-stakes testing\u003c/strong>, which encourages students to “perform” scholarship and regurgitate the answers they think the test givers want.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cstrong>Prioritizing “classics,”\u003c/strong> which are most often written by dead, white, straight, cis-gendered men. “A lot of our students do not read these books because they don't feel that they relate to the lives that they're living,” said Torres, who noted that the recent top books among her students were \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/22552026-long-way-down\">\u003ci>\u003cspan style=\"font-weight: 400\">Long Way Down\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">T\u003ca href=\"https://www.goodreads.com/book/show/32075671-the-hate-u-give\">he Hate U Give\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/33294200-the-poet-x?from_search=true&from_srp=true&qid=1YelCT9u0T&rank=1\">\u003ci>\u003cspan style=\"font-weight: 400\">The Poet X\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as poetry, manga, and graphic novels.\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\">\u003cstrong>Shaming reading choices\u003c/strong> and judging what students want to read. If students are told that what they like to read (comics, manga and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\">\u003cspan style=\"font-weight: 400\">fan fiction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for example) do not “count,” they can disengage and lose their identities as readers.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Book leveling\u003c/strong>, which is often generated by a computer system that may incorrectly assess complexity of theme and language. “We have to be really cautious of the fact that leveling and scores are generated for teacher use, not so much for students to position themselves,” said Torres. When students feel like they’re not meeting their teachers’ expectations or when they don’t feel like where they should be as a learner, that can be a source of trauma.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What can librarians do to interrupt reading trauma? \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preventing reading trauma begins and centers on student empowerment. “We don’t want students always dependent on us to develop their lifelong reading,” said Torres. To interrupt traumatic practices, librarians can: \u003c/span>\u003c/p>\n\u003cp>\u003cb>Build an inclusive library.\u003c/b>\u003cspan style=\"font-weight: 400\"> Make sure that your collection is as inclusive and diverse as possible. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51336/how-genrefication-makes-school-libraries-more-like-bookstores\">\u003cspan style=\"font-weight: 400\">Genrefying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> your collection can make it easier for students to navigate and also help you identify gaps in your collection. Additionally, Stivers recalled an activity where she asked a student to find a book cover that looked like her. The student found a book within two minutes. Could your students immediately pick out a book that’s in display that looks like them? Find books that provide authentic and positive representations of your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Reevaluate your role and your priorities.\u003c/b>\u003cspan style=\"font-weight: 400\"> “We’re not gatekeepers of books,” said Stivers. “That’s not our role. I would much rather lose a book than a reader.” Can you empower your students to take control of the library and have a say in what’s purchased for the collection? If you’re a white librarian, remember as well that you’re not anyone’s savior, Stivers cautioned. “I’m not saving my kids because I’m pointing them in the direction of Jason Reynolds and Angie Thomas. I’m not doing things for them; I’m doing things with them.” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cb>Take a look at your policies\u003c/b>\u003cspan style=\"font-weight: 400\">. Get rid of fines, check-out limits, security gates, and punitive policies. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cb>Host inclusive programming.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, at Stivers’s library, she and her students created a set of guidelines for professional and collection development called the \u003c/span>\u003ca href=\"https://twitter.com/hashtag/libfive?lang=en\">\u003cspan style=\"font-weight: 400\">#LibFive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes tenets such as “Graphic novels and manga are not extra” and “Show the joy in our stories.” Instead of hosting traditional book fairs where students have to pay for books, her library hosts a True Book Fair, where students are invited to choose books intentionally curated to their interests without any costs. Read what your students are reading. Saying graphic novels count as real reading is only lip-service if you’re not reading those graphic novels yourself. “It’s hard to connect with them in the way that’s going to foster a love of reading,” said Stivers. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cb>Redefine what counts as reading.\u003c/b>\u003cspan style=\"font-weight: 400\"> Julia Torres is a firm believer in teaching skills, not texts. She encourages her students, even those in high school, to listen to audiobooks or read picture books. Find a way to teach important skills like comprehension or critical thinking with the texts that excite and interest students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Additional tips for creating virtual space\u003c/span>\u003c/h2>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connect students to authors on social media. Encourage students to interact with authors and get inspired to read and write. Apps like Goodreads, Twitter and Instagram can be great virtual spaces for discussing the work with authors and other readers.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend author’s virtual panels and encourage students to do the same. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Host online read alouds and small group reading instruction\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Get circulation data and conduct surveys asking students what they’re reading and their attitude towards reading during this time.\u003cbr>\n\u003c/span>\u003c/li>\n\u003c/ul>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1313889843282288641"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56900/when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices","authors":["byline_mindshift_56900"],"categories":["mindshift_193"],"tags":["mindshift_21023","mindshift_687","mindshift_20701","mindshift_403","mindshift_21391","mindshift_21392","mindshift_895","mindshift_20865","mindshift_550","mindshift_21259"],"featImg":"mindshift_56905","label":"mindshift"},"mindshift_14823":{"type":"posts","id":"mindshift_14823","meta":{"index":"posts_1591205157","site":"mindshift","id":"14823","score":null,"sort":[1314640808000]},"guestAuthors":[],"slug":"can-digital-comic-books-spark-a-love-of-reading","title":"Can Digital Comic Books Spark a Love of Reading?","publishDate":1314640808,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/can-digital-comic-books-spark-a-love-of-reading/maus-2/\" rel=\"attachment wp-att-14871\">\u003cimg class=\"alignleft size-full wp-image-14871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/maus1.jpg\" alt=\"\" width=\"197\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1.jpg 197w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-75x75.jpg 75w\" sizes=\"(max-width: 197px) 100vw, 197px\">\u003c/a>It has been a bitter pill for me to swallow as a parent and as a bibliophile: my son does not love to read. Sure, I read to him daily when he was a toddler, and even once he learned to read to himself, we still spent many evenings reading books aloud as a family. (Thank you, J.K. Rowling for that.) But he's never been one to pick up a book on his own accord, even though bookshelves line almost every room of our house and even though I've got endless suggestions for books that I just know he'll love.\u003c/p>\n\u003cp>My son did not love to read, that is, until he was assigned \u003ca href=\"http://en.wikipedia.org/wiki/Maus\">Art Spiegelman's Maus: A Survivor's Tale\u003c/a>. For those unfamiliar with the Pulitzer Prize-winning book, it's a graphic novel relating the biography of Spiegelman's father, a Polish Jew and Holocaust survivor. In the novel, the Jews are depicted as mice, and the Germans as cats. It's one of the most powerful pieces of literature about the Holocaust, I'd argue, and while its format as a graphic novel makes it very accessible, that isn't to say that the content is \"watered down.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and shared?\u003c/aside>\n\u003cp>Though graphic novels can be an entry point for struggling or disinterested readers into the world of books, graphic novels and comic books have long been deemed \u003ca href=\"http://this.org/magazine/2011/08/02/comic-books-graphic-novels-literacy/\">the enemy of literacy\u003c/a>. That was the attitude expressed earlier this month by sixth-grade language arts teacher Bill Ferriter, who wrote a great series on graphic novels on his blog \u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html\">The Tempered Radical\u003c/a>. Commenters, I think, helped change Ferriter's mind somewhat, challenging him on his original argument that graphic novels were the literary equivalent of the reality TV show \u003cem>Jersey Shore\u003c/em>.\u003c/p>\n\u003cp>But while schools move to embrace graphic novels and comic books in the classroom, the publishing industry's move to digital formats raises another set of challenges and possibilities for the genre. How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and -- most importantly, arguably with this genre -- shared?\u003c!--more-->\u003c/p>\n\u003cp>That sharing piece has always been an important part of the comic book subculture, where often you hear about new series and new artists and new storytellers because a friend shares it with you. But as e-books typically come with rights restrictions, it isn't possible to lend someone your beloved digital copy of, say, \u003ca href=\"http://en.wikipedia.org/wiki/The_Sandman_(Vertigo)\">Neil Gaiman's The Sandman\u003c/a>. Some comic book publishers are recognizing the importance of sharing as an integral part of the comic culture and as such are making some -- the first issue, for example available without digital rights management (DRM), specifically so others can share them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the DRM issue may prove a stumbling block for the comic book culture, there's a lot of promise with the move to digital literature. There's some indication already that \u003ca href=\"http://www.hackeducation.com/2010/09/29/kids-say-theyll-read-more-on-e-books/\">kids are more interested\u003c/a> in reading on e-readers and iPads than reading print copies (57% of kids age nine to 17 say they’re interested in reading via e-books, and a third say they’d read more for fun if they had more access to books on an electronic device). And the rise of digital comics and a new self-publishing industry (via sites like \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a>) mean that more indie artists may be able to provide more content -- particularly content aimed at kids. (See the \u003ca href=\"http://www.wormworldsaga.com/\">Wormworld Saga\u003c/a> as an example.)\u003c/p>\n\u003cp>Moreover, sites like \u003ca href=\"http://graphic.ly\">Graphic.ly\u003c/a> are putting comics and graphic novels on the Web, so that they're not only tied to devices like e-readers or iPads. Graphic.ly also has a thriving online community surrounding its comics, and as we recently noted here on Mindshift, these sorts of social networks might \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">change the way in which we read\u003c/a>. These online communities provide a place for readers to discuss plots and characters -- and in the case of students, struggling or not, it can be a place where they ask questions and learn to talk and analyze literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the skeptics of graphic novels as literature remain. But as a parent of a reluctant reader, I can attest that graphic novels have made the difference in my kid's world. He's moved through all of Spiegelman's work and on to Neil Gaiman and Alan Moore, the latter of whom makes excellent fodder for all sorts of literary, political, and philosophical debates -- one of the things we absolutely want students to do when they read.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1314640951,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":786},"headData":{"title":"Can Digital Comic Books Spark a Love of Reading? | KQED","description":"It has been a bitter pill for me to swallow as a parent and as a bibliophile: my son does not love to read. Sure, I read to him daily when he was a toddler, and even once he learned to read to himself, we still spent many evenings reading books aloud as a family.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Digital Comic Books Spark a Love of Reading?","datePublished":"2011-08-29T18:00:08.000Z","dateModified":"2011-08-29T18:02:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14823 http://blogs.kqed.org/mindshift/?p=14823","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/29/can-digital-comic-books-spark-a-love-of-reading/","disqusTitle":"Can Digital Comic Books Spark a Love of Reading?","path":"/mindshift/14823/can-digital-comic-books-spark-a-love-of-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/can-digital-comic-books-spark-a-love-of-reading/maus-2/\" rel=\"attachment wp-att-14871\">\u003cimg class=\"alignleft size-full wp-image-14871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/maus1.jpg\" alt=\"\" width=\"197\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1.jpg 197w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-75x75.jpg 75w\" sizes=\"(max-width: 197px) 100vw, 197px\">\u003c/a>It has been a bitter pill for me to swallow as a parent and as a bibliophile: my son does not love to read. Sure, I read to him daily when he was a toddler, and even once he learned to read to himself, we still spent many evenings reading books aloud as a family. (Thank you, J.K. Rowling for that.) But he's never been one to pick up a book on his own accord, even though bookshelves line almost every room of our house and even though I've got endless suggestions for books that I just know he'll love.\u003c/p>\n\u003cp>My son did not love to read, that is, until he was assigned \u003ca href=\"http://en.wikipedia.org/wiki/Maus\">Art Spiegelman's Maus: A Survivor's Tale\u003c/a>. For those unfamiliar with the Pulitzer Prize-winning book, it's a graphic novel relating the biography of Spiegelman's father, a Polish Jew and Holocaust survivor. In the novel, the Jews are depicted as mice, and the Germans as cats. It's one of the most powerful pieces of literature about the Holocaust, I'd argue, and while its format as a graphic novel makes it very accessible, that isn't to say that the content is \"watered down.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and shared?\u003c/aside>\n\u003cp>Though graphic novels can be an entry point for struggling or disinterested readers into the world of books, graphic novels and comic books have long been deemed \u003ca href=\"http://this.org/magazine/2011/08/02/comic-books-graphic-novels-literacy/\">the enemy of literacy\u003c/a>. That was the attitude expressed earlier this month by sixth-grade language arts teacher Bill Ferriter, who wrote a great series on graphic novels on his blog \u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html\">The Tempered Radical\u003c/a>. Commenters, I think, helped change Ferriter's mind somewhat, challenging him on his original argument that graphic novels were the literary equivalent of the reality TV show \u003cem>Jersey Shore\u003c/em>.\u003c/p>\n\u003cp>But while schools move to embrace graphic novels and comic books in the classroom, the publishing industry's move to digital formats raises another set of challenges and possibilities for the genre. How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and -- most importantly, arguably with this genre -- shared?\u003c!--more-->\u003c/p>\n\u003cp>That sharing piece has always been an important part of the comic book subculture, where often you hear about new series and new artists and new storytellers because a friend shares it with you. But as e-books typically come with rights restrictions, it isn't possible to lend someone your beloved digital copy of, say, \u003ca href=\"http://en.wikipedia.org/wiki/The_Sandman_(Vertigo)\">Neil Gaiman's The Sandman\u003c/a>. Some comic book publishers are recognizing the importance of sharing as an integral part of the comic culture and as such are making some -- the first issue, for example available without digital rights management (DRM), specifically so others can share them.\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>While the DRM issue may prove a stumbling block for the comic book culture, there's a lot of promise with the move to digital literature. There's some indication already that \u003ca href=\"http://www.hackeducation.com/2010/09/29/kids-say-theyll-read-more-on-e-books/\">kids are more interested\u003c/a> in reading on e-readers and iPads than reading print copies (57% of kids age nine to 17 say they’re interested in reading via e-books, and a third say they’d read more for fun if they had more access to books on an electronic device). And the rise of digital comics and a new self-publishing industry (via sites like \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a>) mean that more indie artists may be able to provide more content -- particularly content aimed at kids. (See the \u003ca href=\"http://www.wormworldsaga.com/\">Wormworld Saga\u003c/a> as an example.)\u003c/p>\n\u003cp>Moreover, sites like \u003ca href=\"http://graphic.ly\">Graphic.ly\u003c/a> are putting comics and graphic novels on the Web, so that they're not only tied to devices like e-readers or iPads. Graphic.ly also has a thriving online community surrounding its comics, and as we recently noted here on Mindshift, these sorts of social networks might \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">change the way in which we read\u003c/a>. These online communities provide a place for readers to discuss plots and characters -- and in the case of students, struggling or not, it can be a place where they ask questions and learn to talk and analyze literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the skeptics of graphic novels as literature remain. But as a parent of a reluctant reader, I can attest that graphic novels have made the difference in my kid's world. He's moved through all of Spiegelman's work and on to Neil Gaiman and Alan Moore, the latter of whom makes excellent fodder for all sorts of literary, political, and philosophical debates -- one of the things we absolutely want students to do when they read.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14823/can-digital-comic-books-spark-a-love-of-reading","authors":["4352"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_687","mindshift_33","mindshift_198"],"featImg":"mindshift_14871","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. 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