Dear WinkWorld Readers,

Just a fast post to share a great example of how to jazz up Cornell Notes, have fun, and learn more deeply.  This video takes about 10 minutes: 5 minutes of ideas for ‘how-to,’ and 5 more minutes of an example from the creator of Verbal to Visual.  First, he has chosen a topic and a book, which is compelling for him.  Next, he demonstrates how to make it comprehensible.

A big shout out to Verbal to Visual, which I found on YouTube.  Teachers, students, librarians, readers, and writers:  Have fun!

Dear WinkWorld Readers,

I hate it that the Oxford Dictionary now even has a definition for ‘post-truth,’ which they have chosen as the 2016-word-of-the-year. They say that post-truth is “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.”  Or, we could just say not true. It is not only misinformation, it is disinformation, as it is purposely designed to mislead. The same can be said for “fake news,” and I am horrified at the people, who read it and believe it.  Fake news is everywhere, but particularly on social media; I see it daily.  

This all makes me think about teachers and students: Post-truth and fake news will affect literacy development, literacy instruction, and students’ meaning making. Try to imagine the cynicism of young people, as they grapple with this.  I shudder. 

It takes a critical reader to know fake news, when you see it. 

As Paulo Freire taught us, literacy is reading the word, but critical literacy is reading the word and the world.  Teachers today, more than ever, have to focus on critical literacy.  So far, it appears that students have great difficulty discerning news and fake news, click here, but then think of the adults who do not recognize fake news.

This makes me think of elephants.  If you tell people NOT to think of an elephant, they are helpless to do anything else, as cognitive scientist George Lakoff teaches us in his book, “Don’t Think of an Elephant.”   The point is that some think that facts matter and that facts can persuade, but others know that it is a story laden with emotion which can change minds.

“The human brain favors stories or the narrative form as a primary means of organizing and relating human experience. Stories contain information even when the storyteller forgets or invents new details”  Leslie Marmon Silko, The Turquoise Ledge: A Memoir

If you want to read more about this, you might go to:

Click here to read what Diane Ravitch tells what she is learning from George Lakoff.  Both of these scholars are easy to follow – just Google them.

“Stories are memory aids, instruction manuals and moral compasses.” – Aleks Krotoski, The Guardian

Dear WinkWorld Readers,

I gave myself a little break from writing and from social media during the holidays.  However, I’m back and working on the manuscript for “The Power of Story” forthcoming from Libraries Unlimited/ABC-CLIO.  I suspect you might be getting a lot of stories in the next issues of WinkWorld. 

For example, in one place in the book, I am writing about different types of literacies.  Remember, when literacy was reading and writing? Well, it turns out that maybe our understanding was a bit simplistic–at least for the complex world of readers and writers of today and tomorrow.

In this section of the book, I have told stories about how I learned to read (phonics), and how I learned to love reading (reading to my own two kids). Next, I am writing about when I fell in love with libraries. 

I hope you enjoy this little section of the manuscript.

How I Learned to Love Libraries

            I learned to love libraries, without warning during the middle of my career, when I lived in two different worlds: One in the central valley of California, where I was a professor; and, the other on a cattle ranch in South Dakota, where I was either a rancher’s wife, or a rancher depending on the day or the level of my own enlightenment with gender-free language—but, this is not a story of gender-free language development; this is a story of how I learned to love libraries.

Road Warrior Literacy

            Once upon a time, long, long ago, I used to commute between two worlds–1534 miles door-to-door. Ginny, my beloved black Labrador and I had many grand adventures while driving through California, Nevada, Utah, Wyoming, and South Dakota during those 25 years. In addition, we witnessed many changes on our Western commute.

            In the early days, we seemed to be driving though safe little dusty, rural communities. We stopped in state rest areas for Ginny to run and play. We drove without cell phones or computer connectivity and didn’t worry. The truth is that there were often long, endless stretches without AM or FM radio stations. In the early days, I used to mutter that I couldn’t get a good cup of coffee from Turlock to Rapid City.

            Eventually, I began to notice changes. The mining money transformed little dusty ranch towns into bustling clean communities with better roads, more lights, clean parks, and swimming pools. Ginny and I experienced the explosion of technology, and I found that if I parked near any casino in Nevada, I could jump on their internet service provider—free. This was long before I knew anything about cyberspace security. Eventually, I began to notice a greater variety of radio programs to help pass the long hours. I could find more music and news. I remember when I started to find better coffee, more often, and finally even a latte.

            Many of these social and technical changes were very positive. However, simultaneously I began to feel my sense of security change to a sense of vulnerability. I started looking for safer paces for Ginny to run and play and for me to rest a bit.

Ah-ha: The library

            We could go into any town during that long commute and find a local library. I felt totally safe in the parking lots, and Ginny could run and play. When I entered the buildings, I found air conditioning and clean rest rooms. You guessed it–they even had books. Lots of books—just for my pleasure. Reflecting on those days of travel, I can now see that this is when I developed my Road Warrior Literacy and fell madly in love with public libraries. No more rest areas in isolated areas for Ginny and me.

Dear WinkWorld Readers,

Some of you are aware of Flat Stanley and Flat Stella literacy and community project.  The primary purpose is to connect children and classrooms with others in other locations.  This international process began in 1964, when Jeff Brown published his first “Flat Stanley” book for children.  In the book, a bulletin board falls on the hero, Stanley Lambchop, and “Flat Stanley” was born.  He takes many adventures as he finds that he can slip under doors.

The Official Site for Flat Stanley

Recently, I was in an airport when I received the following text:

“Joan, will you take a Flat Stanley.”

“Sure, who are you?” as the teacher had not signed her name, and I did not know her phone number.

My Flat Stanley, who I immediately named “Jaylee on a Journey with Joan” arrived via USPS in Tucson, where I picked her up.  Jaylee and I had many adventures, which I want to share with her and with you.

First, we went for a hike in Sabino Canyon with Luke, #2 grandson.  It was a beautiful day. Jaylee, you climbed high up the side of the cliff with Luke.

We also admired the gorgeous bougainvillea.

And, we read.

We bought some new books, which you really enjoyed.

A couple more books which you loved.

We wrapped a few gifts.

We even took a plane together.

When we got back to SD, we went outside to wait for the super moon to rise.

And, you got to meet my friend, Kelly, who is going to have her baby at any moment.

The highlight of our journey was when we went to Atall School, which is an isolated little school about 25 m. East of Bear Butte.  All of the kids were so happy that you had come to visit.

I enjoyed our journey, Jaylee.  I hope I get to meet you someday!

Your new friend, Joan

Dear WinkWorld Readers,

Some of you may remember that last February I wrote a WinkWorld to honor the work of Richard Ruíz of the University of Arizona, who died suddenly and too soon.  Later in the year, I continued this writing and published a chapter, Teaching as Mentoring, in Bilingual Review/Revista Bilingüe, in an the issue which was created to honor the work of Richard.  I did this chapter with LeAnn Putney, Chyllis Scott, Dawn Wink, and Ruthie Wienk.

In what follows, you will find (a) the link to the previous WinkWorld, (b) the abstract for the new chapter, (c) the link to the new chapter in the journal, (d) and finally, the citation.

We want to thank the editor, Dr. Howard Smith, and the managing editor, Francine M. Johnson of the University of Texas, San Antonio (UTSA) for their work in creating this memorial issue of  the Bilingual Review/Revista Bilingüe.

WinkWorld, Feb. 2015 The Passing of Richard Ruíz

Abstract for Teaching as Mentoring

My co-authors, LeAnn G. Putney (UNLV), Chyllis Scott (UNLV), Dawn Wink (SFCC), Ruthie Wienk (SDSU)My

The link to our chapter, Teaching as Mentoring, in the Bilingual Review/Revista Bilingúe

Bilingual Review/Revista Bilingüe,  Vol 33, No 3(2016), first page of the journal.  Just click on Current.

Commemorative Anthology in Honor of Richard Ruíz, first page of this issue.

Dear WinkWorld Readers,

Some of you know my dear friend and colleague, Janet Towell, of Florida Atlantic University.  Janet and I taught together and laughed a lot at CSU Stanislaus. Enjoy what she just wrote yesterday after returning from the reunion sponsored by Teachers College Reading and Writing Project (TCRWP) at Columbia in NYC, October 22, 2016.

Thank you, Janet. May I please have permission also to put in “The Power of Story,” which I am madly trying to finish?

Storytelling, Listening, and Love

By Janet Towell

10/25/16

Patricia Polacco’s children’s books are all based on family stories. Although Patricia suffered from dyslexia as a child, she could draw, paint and tell stories better than anyone. Patricia learned how to tell stories from her Ukrainian grandmother who used to tell stories every night around the fireplace as they ate popcorn, apples and homemade fudge. (They were too poor to own a TV at the time.) Patricia’s grandmother called this “fire talking” and that’s how Patricia learned the art of storytelling. She uses story to relate her family’s cultural traditions and to discuss sensitive themes such as bullying, cancer, dyslexia, war, and nontraditional families, in a style that is empowering and inspirational.

When we were discussing traditional literature in my undergraduate language arts class recently, we talked about the power of story. Fairy tales are the sugar and spice of childhood. They teach children the difference in good and evil. Their magic transforms children into a make-believe world where the troubles of the real world melt away. Children start to believe their dreams may come true someday. During the class my students were asked: “What traditional tales were told in your home when you were young?” While most of the students mentioned Cinderella, Snow White, or The Three Little Pigs, Ashley (a Spanish speaker from Puerto Rico) began telling the story of Kiki Koki – the Enchanted Legend of the Coqui Frog. This is a story about a little Taino Indian boy who was turned into a golden tree frog by a moon goddess for refusing to help his tribe. When children in Puerto Rico hear the tree frog singing at night, they think about this story. Ashley’s childhood story made me think about the importance of including cultural stories of our diverse students into the language arts curriculum in every grade level, from preschool to college.

I listened to Lucy Calkins talking about the power of story in Writers Workshop at the 91^st Saturday Reunion at Teachers College on October 22, 2016. She said that we need to listen to our students because they all have stories to tell. “To be a writer is to be someone who listens to stories” (Calkins, 2016). Teachers must help students understand that the details of their lives matter and they are worth writing about. Telling stories, especially “trouble” stories that make children gasp, builds a community of trust. When children tell stories, teachers can mentor them in getting to the heart of their stories, thinking about the deeper meaning or message. We need to love our students enough to listen – to find out their back stories. What is going on in their lives outside the classroom directly impacts their learning inside the classroom. Teaching is all about love.

Reference:

“Breathing Life into Your Writing Workshop: The Spirit Makes All the Difference”

Lucy Calkins, 91^st Saturday Reunion, October 22, 2016, Teachers College in New York City

Dear WinkWorld Readers,

I have been revisiting Project GLAD and want to share a peak into the process.  First, I will generically describe this professional development, and then I will share two examples: one in English and one in French.  Please remember that I have not been through the professional development process, nor was I there when these colleagues presented their lessons. However, I have been keenly interested  for years in Project GLAD since two teachers, Gloria Erickson and Suzette Campbell, from CA, introduced a lesson in a graduate class which I was teaching.  I remember that before the night was over, we had completely filled the walls with words and ideas, and we had all learned a lot!  It was fascinating then and still is for me.

If you have experiences with GLAD in other areas, I hope you will share back with us. Thanks, readers.

What is Project GLAD?

Project GLAD (Guided Language Acquisition Design) is one way of bringing comprehensible input into the classroom. It is an interactive, integrated, visual, engaging, and lively approach to making meaning of all types of content and new information. The students actively generate knowledge with the teacher and with each other. GLAD (R) is a professional development process, within the Orange Country Department of Education of Southern California.  Through the years, GLAD has evolved, but the process remains much the same–it is still meaning-centered, with an emphasis on academic language and literacy. I hope that this information will be useful for some of you–exciting pedagogy.

For more information, you may contact Project GLAD (Guided Language Acquisition Design from Orange Country Department of Education).

The Tree of Life: Classification of Living Things

My colleague, Sally Rice Fox, initially shared the Tree of Life lesson with me. However, in this example, Sally is working with Rima Haroun, who is sharing with the students.  Sally, Sera, and Rima collaborated to create this lesson.

First, I know this looks like a blank piece of paper, but really the planned lesson is pencilled in lightly.

Second, Rina begins talking with the students to get them to help her fill our the academic language for classification of living things. As the kids talk, Rima captures their language on the tree.

The classroom chatter (generation of knowledge) continues in the following photos.

Please notice the photos, images, and leaves which are also added to the Tree of Life.

Here are some of the students working together on a follow-up lesson.

Thank you, Dr. Spencer Kagan (Talking Heads Together).

Here is a second example of GLAD with Sally Rice Fox teaching a French lesson: First, Sally just speaks in French, and then she adds comprehensible input (meaning). Even if you do not know French, you will learn during the 2nd part of her lesson.

https://www.youtube.com/watch?v=BDBjIso31fI

A special thank you for permission to use:

Rima S. Haroun, Certified Trainer for Project GLAD(R)

Sally Rice Fox, Certified Trainer for Project GLAD(R)

Dr. Serafina Jean Hernandez, Ph. D. San Diego State University

Cheri Quinlan, thank you for bringing us all together.

Hi WinkWorld Readers,

Previously, I have shared the Spiral of Literacy, which is a great, reflective activity.  However, I have never shared the blank spiral, which some of you might want to use for your own purposes. Click here.

I am posting below previous posts and publications of the Spiral of Literacy, as found in Teaching Passionately: What’s Love Got To Do With It? Click here to read what it is and how to do it.

Here is a PDF version the process.

Here is a PPT version of the process.

The YouTube version of The Spiral of Literacy.

Dear WinkWorld Readers,

I am inspired by many women to bring this true story back with the hope that it will help one woman find her own voice. It took me a long, long time.

This is not a fast, easy read, and it took years for me to be able to share it.

Dear WinkWorld Readers,

A blog from OnlineUniversities (April 24, 2012 by Staff Writers) predicts what libraries will be like in 10 years.  However, I am far more interested in what you think libraries will be like in 10 years.  I know you don’t know the future, but make some wild guesses or even wishes.

Click here to read.