Claudette Colvin

 Claudette Colvin

Twice Toward Justice

Hoose, P. (2009). Claudette Colvin: Twice Toward Justice. Farrar, Straus and Giroux (BYR).

ISBN 978-0-374-31322-7

Summary:

On March 2, 1955, an impassioned teenager, fed up with the daily injustices of Jim Crow segregation, refused to give her seat to a white woman on a segregated bus in Montgomery, Alabama. Instead of being celebrated as Rosa Parks would be just nine months later, fifteen-year-old Claudette Colvin found herself shunned by her classmates and dismissed by community leaders. Undaunted, a year later she dared to challenge segregation again as a key plaintiff in Browder v. Gayle, the landmark case that struck down the segregation laws of Montgomery and swept away the legal underpinnings of the Jim Crow South.

Based on extensive interviews with Claudette Colvin and many others, Phillip Hoose presents the first in-depth account of an important yet largely unknown civil rights figure, skillfully weaving her dramatic story into the fabric of the historic Montgomery bus boycott and court case that would change the course of American history.

Analysis:

Phillip Hoose brings to light an important story in his book about Claudette Colvin. Her part in the Montgomery bus boycott is historically overshadowed by the widely-known Rosa Parks narrative.  Claudette’s bold stand paved the way for changes in the segregated south, but she is rarely mentioned. Hoose's writing is an education about the civil rights movement intermingled with Claudette’s own words and youthful perspective. The book includes notes from a series of interviews the author conducted with Ms. Colvin along with photos illustrating her poignant story. The author provides side notes explaining terms and brief explanations of events covered in the book. I would recommend this book to anyone who wants to dig deeper into the civil rights movement. It is well written and informative.

Reviews:

“This inspiring title shows the incredible difference that a single young person can make.” 

―Booklist, Starred Review

“Smoothly weaves excerpts from Hoose's extensive interviews with Colvin and his own supplementary commentary.” 

―Bulletin of the Center for Children's Books, Starred Review

“Hoose reasserts her [Claudette Colvin] place in history with this vivid and dramatic account, complemented with photographs, sidebars, and liberal excerpts from interviews conducted with Colvin.” 

―The Horn Book, Starred Review

Awards:

Newbery Honor Book

Robert F. Siebert Honor Book

National Book Award Winner

Yalsa Excellence in Young adult Nonfiction Finalist

This review was created as an assignment for SHSU LSSL 5385. 

Temple Grandin

 Temple Grandin

How the girl who loved cows embraced autism and changed the world.

Montgomery, S. (2012). Temple Grandin: How the Girl who Loved Cows Embraced Autism and Changed the World. Houghton Mifflin Books for Children/Houghton Mifflin Harcourt.

ISBN 978-0-547-44315-7

Summary:

When Temple Grandin was born, her parents knew she was different. Years later she was diagnosed with autism. Temple’s doctor recommended institutionalizing her, but her mother believed in her. Temple went to school instead. Today, Dr. Temple Grandin, a scientist and professor of animal science at Colorado State University, is an autism advocate and her world-changing career revolutionized the livestock industry. This compelling biography and Temple's personal photos take us inside her extraordinary mind and open the door to a broader understanding of autism. (Montgomery, n.d.)

Analysis:

Sy Montgomery explores the world of autism through the fascinating life of Temple Grandin and her life-long commitment to animal advocacy. Pictures and illustrations throughout the book show a life of dedicated service through challenges. Temple Grandin succeeds due to her own personal drive as well as help from mentors who see her through her quirkiness and her diagnosis. Her sense of humor and unique way of seeing the world make her a formidable force and a loveable character. Learning what autism means in her mind, and seeing her figure out the world through that lens was eye-opening to me. She sees the world in pictures and has to decode meaning from that. This book is wonderfully written, an interesting learning adventure, and a beautiful story of triumph.

Reviews:

"A well written, admiring and thought-provoking portrait."--Kirkus   

"Montgomery's book not only tells the powerful story of one amazing woman's life journey, but also has potential to help readers understand autistic people and animals."--Horn Book   

"It isn't easy to describe how the mind of someone with autism works, but Montgomery's biography effectively breaks the disorder down for a younger audience while introducing the extraordinary life of activist Temple Grandin."--Booklist   

"Lively, well-worded narrative...For librarians who struggle to find well-written biographies of women, this is a must-buy."--School Library Journal, starred review —

Awards:

ALSC 2013 Notable Children’s Book

This review was created as an assignment for SHSU LSSL 5385. 

Free Lunch

 Free Lunch

Ogle, R. (2019). Free Lunch. WW Norton. ISBN 978-1-324-00360-1

Summary:

Instead of giving him lunch money, Rex’s mom has signed him up for free meals. As a poor kid in a wealthy school district, better-off kids crowd impatiently behind him as he tries to explain to the cashier that he’s on the free meal program. The lunch lady is hard of hearing, so Rex has to shout.

Free Lunch is the story of Rex’s efforts to navigate his first semester of sixth grade―who to sit with, not being able to join the football team, Halloween in a handmade costume, classmates and a teacher who take one look at him and decide he’s trouble―all while wearing secondhand clothes and being hungry. His mom and her boyfriend are out of work, and life at home is punctuated by outbursts of violence. Halfway through the semester, his family is evicted and ends up in government-subsidized housing in view of the school. Rex lingers at the end of last period every day until the buses have left, so no one will see where he lives. (Ogle, n.d.)

Analysis:

Rex Ogle writes a tragic and astounding account of his sixth grade self growing up in the throes of poverty. Tasked with the care of his young brother, and witness to domestic violence and financial hardship, Rex must find his way in a harsh world. The cafeteria line becomes a flashpoint as each day he must declare anew his ‘free lunch’ status in front of his peers. This book exposes the silent and subtle ways that poverty erodes a child's self-esteem and sense of well-being. The author’s writing is unapologetic and compelling, it rings of truth and tragedy. Told from the perspective of a young teenager, the story is written with a practicality that seems simple but without losing the complexity of the characters. Due to the matter-of-fact way the author tells his story, it feels conversational, and it will break your heart. Themes of violence give me caution in recommending this book to a young audience.

Reviews:

Ogle's engrossing narrative is rich in lived experience, offering a window into the ways that poverty can lead to domestic violence and feelings of unworthiness. The abuse Rex and his mother suffer will disturb many; too many others will recognize Rex's circumstances as their own. Appended with an author's note, Q&A, and social services resources, this is an important and ultimately hopeful memoir. 

(Weisman, K. (2019). Free Lunch. Booklist, 115(22), 50.)

It's a fine balance carried by the author's outstanding, gracious writing and a clear eye for the penetrating truth. A mighty portrait of poverty amid cruelty and optimism. 

(Free Lunch. (2019). Kirkus Reviews, 87(13), N.PAG.)

Awards:

2020 YALSA Excellence in Nonfiction Award

This review was created as an assignment for SHSU LSSL 5385.

Course Reflection LSSL 5391

Please enjoy this storytelling review of my journey through this course. It was created on bookcreator.com.

"Book Creator is a powerful ebook creation tool. It allows users to embed all kinds of content, from rich multimedia to Google Maps, YouTube videos, PDFs, and more. Try a real-time class collaboration—and be sure to check out AutoDraw, an AI-powered feature that aids artistically challenged users in fashioning drawings to be proud of." (Restifo, 2022)

Click on the photo, or scan the QR code below.

 

https://read.bookcreator.com/ADPq2SsiO7WDus4lqm1Im4BYlik2/epmUEMeLQwyUbQ54u9DlHQ

Throughout this semester I have been introduced to a lot of educational technology. From the first assignment, this course challenged me to push my technology boundaries. As a librarian, this varied exposure to new digital tools will be incredibly valuable. I have learned that I don’t need to be an expert on all of these tools, but I need to be brave enough to explore and learn. Having a basic understanding of what kinds of tools are available, along with a healthy sense of adventure will open doors for all kinds of new opportunities. I look forward to this exploration alongside my students.

We have covered material from blogging and social media, to creative content creation with infographics and cartoons. We created live content with a video editor and learned how to create and produce a podcast. Alongside this creative instruction, we have learned about acceptable use policies, copyright laws, universal design for learning, and ADA compliance.

The most exciting content for me was learning about podcasting. I really enjoyed the process, and I can see many ways that my students can utilize this technology. It would be so exciting for my students to prepare and produce their own book review podcast.

In UDL we learn how important student choice is and how vital it is to have a variety of avenues for expression. Allowing students to use infographics, cartoons, or video creation falls into line with these guidelines. Not to mention, using these tools as a teacher will make my classroom more dynamic and accessible to a greater dynamic of students.

By far the most challenging parts of this course were about policy. I want to be conscientious of school policies involving technology, as well as copyright and fair use laws. It’s essential to know these guidelines for ourselves and as we guide students and colleagues in the digital age.

I really enjoyed this course, and am excited for the practical application of what I have learned.

References

(n.d.). Book Creator - Love Learning - Book Creator app. Retrieved November 20, 2023, from https://bookcreator.com/

Restifo, D. (2022, July 11). Top Tools for Digital Storytelling. Tech & Learning. Retrieved November 20, 2023, from https://www.techlearning.com/tl-advisor-blog/30-sites-and-apps-for-digital-storytelling

Fantasy Fiction Book Reviews

Please Join Kim and I as we review YA fantasy fiction titles, podcast style.

Fantastic Fiction with Cindi & Kim

https://podcasters.spotify.com/pod/show/kimberly-house9/episodes/Fantastic-Fiction-Podcast-with-Cindi-and-Kim-e2bulhg

 

McKinley, R. (2008). Rose Daughter. Baker & Taylor, CATS. ISBN 978-1439522295

Black, H. (2018). The Cruel Prince. Little, Brown Books for Young Readers. ISBN 978-0316310314

Meyer, M. (2020). Cinder: Book One of the Lunar Chronicles. Square Fish. ISBN 978-1250768889

Copyright and Fair Use

 

Transformative Use Podcast

In our world of fast-paced media, having an understanding of copyright and fair use is very important. Not only do we keep our library collections within copyright regulations, we are a copyright resource for our staff and students. We decided to make a podcast highlighting transformative use. This is an area of fair use that can be challenging for students who write fanfic, or produce other creative works based on the published works of others. Many cases involving transformative use have gone through our legal system. I learned a lot from this studying the details of a few of these cases. 

I have listed some resources below that helped inform our podcast.

Resources:

https://www.nolo.com/legal-encyclopedia/fair-use-what-transformative.html

https://www.nolo.com/legal-encyclopedia/fair-use-the-four-factors.html

https://library.jefferson.edu/librarynews/?p=14249

https://www.fairuseweek.org/wp-content/uploads/2016/02/fair-use-in-a-day-in-the-life-of-a-college-student-infographic-feb2016.pdf

UDL Guidelines

The UDL guidelines are designed to help educators create and utilize a learning environment that benefits each unique learner. The concepts are universal and can be applied to any discipline. There are three main components that encompass the why, what, and how of learning. Each of these three domains has three levels of implementation; access, build, internalize. Finally there is a goal for each component.

As I dig deeper into the UDL guidelines I see that there are things I already do organically in my classroom. There are some things I could easily implement. And there are some that will require some study to utilize.

As an elementary school music teacher, the ‘build’ section of each category is naturally strong. Sustained effort and persistence are hallmarks of music. Continued practice that focuses on accuracy, expression, and presentation are built in expectations. Students learn music notation, hear what it sounds like, and read and play what they see on a daily basis. Language and symbols are presented and expressed in a variety of ways, reaching each unique learner. Expression and communication are addressed in multiple ways from creative works and musical performances, to technology.

There are some UDL principles under ‘Access’ that I could implement right now . For example, under engagement, I could offer more individual choice and autonomy. I could let students choose which part they want to sing or play instead of assigning it to them. When learning new material, they could choose to learn by listening, reading notation, or creating movements to help them remember the rhythms. These choices are easily accessible, require little additional prep, and cost nothing. Providing choice and autonomy might also enhance creativity in student goal setting.

One UDL area that I would like to be stronger in is under executive functions. I would like to learn how to more effectively monitor and assess student progress. It would be beneficial to identify some concrete assessment tools that will provide data and perspective around student success. These suggestions from the UDL website inspired me to consider some new strategies:

- Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback)

- Use templates that guide self-reflection on quality and completeness

  (Checkpoint 6.4 Enhance Capacity for Monitoring Progress, n.d.)

  

I would also like to observe how other music teachers monitor progress in their classrooms. Reaching out to my very talented colleagues is always an enlightening experience.

Another resource that I looked into was the AEM takeaways website. Their short videos provide a nice summary of UDL guidelines and practical applications. I found their insights succinct and useful. (AEM Center: AEM Takeaways, n.d.)

Overall, I have found the UDL guidelines to be applicable in many diverse educational settings. I am excited to learn more. One thing that stands out in this model is that there are a lot of strategies that are accessible without re-inventing my classroom. I can apply them to established practices in my teaching.

References

AEM Center: AEM Takeaways. (n.d.). National Center on Accessible Educational Materials. Retrieved November 3, 2023, from https://aem.cast.org/get-started/aem-takeaways

Checkpoint 6.4 Enhance capacity for monitoring progress. (n.d.). The UDL Guidelines. Retrieved November 3, 2023, from https://udlguidelines.cast.org/action-expression/executive-functions/monitoring-progress/monitoring-progress