This is a book about the power of story. The purpose of the book is to link libraries and literacies through the power of stories, both oral and written. This book is written for librarians, teachers, and families who love literacy. Readers will discover that it is not filled with data in the form of pie-charts, graphs, and scatter plots; rather, the truth of the research is grounded in authentic stories that reflect not only the interpretation of these data but also the transformative nature of literacies and libraries. 

ALL WE WANT IS A STORY

“Joan, you know what you are? You are a storyteller,” a teacher said to me. “And, all we want is a story.” She stopped me in my tracks with that comment, as I was mid-career and perhaps a bit too serious about my lectures and my overhead transparencies. At that time, I really did think that teachers/participants only wanted me to talk about those transparencies. However, since then I have focused on storytelling, and I consistently find that, not only do stories break down barriers among people, they also help people access complex constructs, which are reflected in those stories. 

It has become clear through personal experience and from social science that simply providing people with facts, information, and research does not change peoples’ behavior; however, tell a story, which has the data embedded in the life of a person, and often people will remember and begin to change behavior or at least consider an opposite point of view.  Stories can move the human heart and head in ways that research cannot. 

Literacy stories are loaded with data that are buried in the daily routines of real people. A story can make complex information accessible for all. People don’t want data; they want a good story. Also, an image does not hurt. Or, as storyteller Kendall Haven (2014) states it, “Picture, please! … By far the most important of these images is the one (or ones) that your audience will associate with your theme” (p. 146). For example, Figure 0.1 captures what you will read about in this book. 

Stories bring together readers, writers, librarians, teachers, students and families in the libraries of today and tomorrow. 

MY PERSPECTIVE

Let me remove all mystery and share my perspectives, which will flow throughout the chapters. First, librarians are teachers, too—the entire school or the public library is their classroom. Therefore, throughout much of this book, I will use these three words interchangeably: teacher, school librarian, and librarian. I will try very hard not to use words like, libreachersor teabrarians, but that is exactly what I mean.  I find that I am in very good company in this new and emerging understanding that librarians are teachers, too. The American Association of School Librarians (AASL) has a new position statement (http://essa.aasl.org/aasl-position-statements/), which supports my understandings. In addition, as you read the following chapters, you will find that libreachers or teabrarians are some of my favorite people in the whole world.

A second perspective relates to languages, literacies, and language acquisition, all of which have been central in my career. I began as a terrified and overwhelmed Spanish teacher with five different class preparations daily (1966), but somewhere along the road, I morphed (1970s) into a “nice Spanish teacher.” Eventually, I started to notice that it wasn’t just about some neutral use of words that fascinated me, and I began to realize that language had power. At that point, I found myself at home in the world of bilingual education, ESL, and dual-language immersion programs (1980s). I came to recognize that language was not only culturally grounded, but it was also historically, socially, and politically grounded (1990s), and I began to thrive in critical pedagogy. Now, that I’m near the end of my career, I am a wife; mother; grammie; rancher; professor emerita; writer; and, of course, a storyteller.

THE BIRTH OF THIS BOOK

One day, I unexpectedly received an email from a colleague whom I had known for several years. 

“I was just reading your blog post, which reminded me so much of my own teaching experience in rural Kansas with the farm kids who were in the eighth grade and still couldn’t read and didn’t want to read the basal. Suddenly, the thought hit me that you might be interested in writing something about the power of story as it relates to reading–so very important in classes and school libraries.”

“Yes,” I responded, “but, what story did you read?”

“The Benson Kids,” she replied (this story is available at http://www.joanwink.com/store/critical-pedagogy-3rd-edition/critical-pedagogy-3rd-edition-the-benson-kids/).

 “Those kids taught me most about what I know about reading, writing, thinking, and teaching,” I told her. 

This book was born. I am so grateful for Sharon Coatney and colleagues at Libraries Unlimited, ABC-Clio.  Sharon Coatney, my acquisition editor, thank you for saving me from myself on several occasions. Even though, you have a demanding and complex life, you consistently found time to respond promptly and thoroughly. I very much appreciate your constant support. Emma Bailey, production editor, you also came through with details, when I needed them most. This book would never have been written with some background work by Joyce Armstrong Carroll and Eddie Wilson of Abydos Learning, as they were instrumental in bringing Sharon and me together and providing time for us to tell each other stories. Thank you, Joyce and Eddie. Blanche Wools of Libraries Unlimited, I believe you were supporting Sharon and me from the beginning, too. Thank you.

Denise Wurm of Accent on Wordsand Susan Henley Spreitzer of Excellent Webs, you seem to have all of the skills, which I do not have, and I so appreciated your professionalism and unfailing good humor throughout the months of writing. I love it when my colleagues become friends, and that is what happened with us.

Katie Knox, your images capture, what I want my words to say: Thank you for your magical depictions of little children reading. Missy Urbaniak and Atall families: You continue to inspire me to keep on, keeping on. Annette Chaudet, thank you for being my “but-I-don’t-read-educational-books” reader.

Missy Urbaniak, you not only shared stories, but you and the 13 students have consistently welcomed me to your one-room country school. Atall School, it means a lot to me that you include me in your community. Yes, readers, one-room schools still exist, and this one is filled magic.

Stephen D. Krashen deserves special recognition, as no other person has had such a profound effect on my teaching and learning. I remember in the late 1970s, when I drove from Benson, Arizona to Phoenix, Arizona, and heard him talk about how students memorize and then often forget after the test. I suddenly realized that this had been my pattern as a student. Too often I had memorized, received an A, and immediately forgotten the information. Dr. Krashen challenged us, as teachers, to move from memory to meaning. He said that if we could make the learning meaningful for students, they would be less likely to forget. He further told us that we had to create authentic language in real contexts. I drove back to my middle and high schools students in Benson and explained to them what I had heard. We agreed to give it a try. Out went my quiet, scripted, and controlled classroom. In came real questions, real inquiry, and real conversations. All this raised the level of noise. Until then, I had previously thought “teacher talk” was how students learned. Turns out, students have to talk to in order to solve problems and make meaning. It seems so obvious now, as when a group of adults has a problem, they talk to each other to find solutions. Fortunately, I worked in a district, where they believed that if the kids were achieving (and, they were), and if they were engaged (and, they were), and if they were well-behaved (and they were), the administrations left us alone. However, I did wonder a bit when my classes were moved to what had previously been a shop classroom, right next door to the band room. Memory to meaning requires some flexibility by all.

Colleagues, former graduate students, librarians, teachers, professors, and dear friends have shared stories, which are included in this book. I am grateful to each for the unique literacy story:Audrey and Gloria Smallwood;Candi and the California Reading Association; Linda Huff; Miss Noor; Lorna Larson; Gary Robson; Ray Lauk; Ruthie and Violet Wienk; Deb Harrison; Sue Doherty; Joanne Yatvin; Ron Gresham; Sally Fox, Rima Simann Haroun, and colleagues of GLAD®; Russ Walsh; Lindsay Peak; Fay Shin; Janet Towell;, Sharon Raimondo; Lance Keith Curry; Julie Moore; Nadine Pinkerton; Deb Schneider; Lisa Westbrook; Karalee McClymont Ruelas; Kim Dike; Sarah Cohen; Padma Sastri; James Cummins; Jo Holzer, SammyKan, and Kaj; Juie Shen; Samuel Betances; Jill Outka-Hill; and Christy Delbridge Sandquist.

 

WELCOME TO MY REAL WORLD

Pedagogy is to good interactive teaching and learning in the classroom as critical pedagogy is to good interactive teaching and learning in the classroom and in the real world (see Note 1).

The publication of the first edition of this book enriched my life with new ideas, new friends, and a couple of surprises. The first surprise has been a group of questions which I am continually asked: What is it like to write a book? Where do you write? When do you write? What are publishers and editors like? What do they do? What do you do? This group of questions makes me relearn the importance of context, which we will talk more about in the section on Vygotsky in chapter 2. This group of question also makes me realize that many people want to write. Because of these continuing questions, I have chosen to begin this second edition with a peek into the context of my life as it relates to writing and thinking.

The first edition of this book was written in the midst of my real life. I was teaching fulltime, and most pages were written between 3 a.m. and 6 a.m. and on weekends. I longingly watched other professors go away and write in peace during their sabbaticals.

The day I received my first copy of my first book was an important one in my life. That readers later asked so many questions about where I was and what I was doing at that moment amazes me. The truth is that I couldn’t wait to get my hands on a copy of my own book.

“You sure do clean up well,” the UPS man said to me that hot August day standing on the prairies when he realized that the package I had just opened contained a book with my picture on the back. He was used to delivering packages of books to me, but a book I had written was a new experience for him, and certainly for me.

“Can I take this copy home, just for tonight?” he asked. “I’ll return it tomorrow,” he promised even though I knew that he lived 100 miles away. He eagerly took the book from me and started to leaf through the new, clean pages. You can imagine a UPS truck with the side panel doors wide-open in August on the hot, windy prairies: Dust and dirt were flying in all directions, outside the truck and inside the truck. In fact, much of this prairie dust had come to rest on the driver’s hands, which were now rapidly examining my first copy of my first book.

This is not how I thought it would be for the initial perusal of my first book. I can still see the handprints on those virgin pages, and I can still feel the absolute joy we were both experiencing as our eyes (and his hands) devoured the pages. There we were, shoulder to shoulder, heads bent, standing on the prairies, laughing and debating who would keep the book that night. He reasoned that I had written the book, so I didn’t need to read it. I reasoned that I wrote the book; I want the book. Those fingerprints are still on those, now well-worn pages and remind me that things never quite turn out the way I imagined. Life is often filled with contradictions, ironies, and unforeseen joys.

My life in schools (McLaren, 1998) has been much the same (see Note 2). When I started teaching, I imagined that it would be predictable, controllable, and safe. I will teach, I thought; and they will learn. Like Edelsky (1996) writes, I was sure that I would be cool, mitigated, and detached; I was confident that every moment would be rational. My experiences in schools have taught me something different. Human relationships are at the heart of schooling (Cummins, 1996, p. 1). Indeed, it has been the passion and the personal interactions that have put the power in pedagogy for me. Although many of my experiences in schools are not as I thought they would be, it is only the study of critical pedagogy that made me realize that the potential of pedagogy is all about people. I thought my life in schools would be about me, teaching. I now think that Paulo Freire was right: Education is radically about love (N. Millich, personal communication, November 3, 1998; see Note 3).

Now, I am no longer, longing for a sabbatical; I am experiencing one as I write this second edition. Again I am having to unlearn some of my previously long-held assumptions, this time about peaceful sabbaticals. Once again I am reflecting on the amazing surprises, and even contradictions, in life and learning.

I am revising the first edition from my little writing nook on the second floor of our 1910 ranch house on the prairies during the winter of 1998-1999. My grandmother moved from a sod hut into this house in 1910; it must have been a castle to her. It is not a castle but comfortable, peaceful, and spiritual. The only source of heat is an oil furnace in the dirt basement; the hot air is vented through one large grate on the floor of the living room of the first floor. The grate is at the bottom of the stairs to the second floor, and my writing nook is at the top of the stairs on the north wall. I have a little electric space heater to keep my feet warm, and I write with a homemade woolen quilt wrapped around me. I often look out my north window to a dark and even threatening sky. The sun is now setting in the west at about 4:03 p.m., and we still have one month and 3 days before the winter solstice. The dark evenings are long, and I write whenever I can find time: mornings, afternoons, or nights. My goal is to be writing the last sentence as I watch the northern lights.

I always find it humbling to write about Paulo Freire. And sometimes, my real world is also humbling. Yesterday I was so engrossed in updating the section on Paulo Freire that I failed to notice that from my window which faces north, a truck was coming down the lane. Suddenly, I heard a loud banging on the outside door. I did a quick save on my computer, ran down the stairs, and went to the door. There was a stranger, a truck driver, who had a delivery for my husband. I quickly explained where he could find him and hurriedly said a good-bye as I wanted to get back to Freire. As I was closing the door and the man was walking away, he turned back and yelled to me, “You want to be sure to take dinner (the noon meal) to the field for your husband. I know he will be working hard.”

I returned to my writing about Paulo Freire, and the phone rang. It was another person I had never met. Here is our conversation:

“Hello,” I answered.
“Uh, hello,” he replied. “Is this the missus?”
“Yes,” I said.
“Is your husband there?” he continued.
“No,” I answered.
“Well, I need you to go out to the fertilizer tank and find the serial number. It is on the tongue between the hitch and the jackstand. I’ll just wait here on the phone,” he clarified for me.

These ironic interruptions are reflective of my real world, which followed me to sabbatical. I am aware that most of my colleagues envision that I write in the pure peace of the prairies. Only someone who has lived here would understand when Norris (1993) speaks of the “silencing of the prairies.”

In the first edition, two concepts triggered the greatest reaction. First was the page I wrote on silencing. It is one of those pages that I know some will love and some will not. I have left it in this second edition. I can predict that the reactions will follow gender lines, although silencing takes place in a far broader arena: along lines of race, class, culture, ethnicity, and even geography as explained by Norris (1993). When we get to the part that caused the second greatest reaction, I will also alert you to it.

Did I stop writing and take “dinner” to the field? No. Did I stop writing and go out to check the serial number on the fertilizer tank? No. Most of my life I would have, and I would have smiled while doing it. Now, I say no, and smile at the amazing contradictions in my real world. I know you have them, too. The links between life and learning in schools become more and more apparent to me the longer I live. I believe that critical pedagogy has helped me see this.

Recently, I kept a running list of interruptions for three days. The list grew faster than my book, so I quit. On the yellow stickies of my computer, I made the following notes about other activities that went on while I wrote:

 

• Looking out of my north window I have seen deer, antelope, fox, coyotes, eagles, hawks, wild canaries, and skunks. I had to stop the dogs from chasing the skunks.
• We are remodeling the house and adding a screened-in porch; the carpenter does a lot of pounding, and he loves to talk to me about his artwork. In fact, he is an exquisite artist. If I were to describe for you his jewelry, carved from deer antlers, inlaid with various colors made from crushed rock, and outlined with ashes from a Lakota Sioux religious ceremony, you would all stop reading and try to find him to buy his jewelry. So I won’t do that.
• The fax machine is beside my computer. In the past three days I received faxes on growing echinacea; faxes from professional organizations; faxes for political activities; faxes for fantasy football; and faxes about bulls for sale. This stack of faxes makes me think that there is a lot of diversity in my real world.
• One of my grandsons is sitting behind my computer chair. He has just discovered a box that contains mounds of colored paper that had gone through a paper shredder. His delight is infectious. I muse on what is more important: playing with the paper with him or writing a paragraph.
• I have cooked and served 9 meals and taken many coffee breaks in these three days. I used to think that I had to serve homemade cookies during coffee breaks. Now, in my more liberated phase of life, I serve M&M’s – the multicolored ones with almonds in the middle. I notice that people really do eat the blue ones first. As I cook and serve, I relearn what Hasselstom (1987) means: “In these days of working couples, I wonder if only farm wives still regularly cook three meals every day. It seems to me I just get well immersed in a story or a poem when it’s time to cook again” (p.80).
• I have stopped to clean mud and manure from the porch, the kitchen floor, the living rug, the recliner chair, the bathroom – I am suddenly realizing that it apparently does not make it to the second floor bedrooms. It pleases me immensely to know that there is none up here where I write.
• I have washed, dried, folded, and put away 7 loads of clothes. Water is so valuable on the prairies that I try never to wash unless I have a full load. The water is hard, and the whites yellow; the colors fade.
• I stopped only once to help move cattle. It took 6 hours and was pure joy. Buttercup is the name of my horse. In chapter 5, I will tell you much more about Buttercup and power and fear of power.
• I went for 4 walks with my dogs on the prairies. I am constantly amazed at the diversity of grasses. This makes me think:Prairies: the greater the diversity, the healthier the environment.Perspectives: the greater the diversity, the broader the thought.

  People: the greater diversity, the better the democracy. 

• I had to explain to two men how to get to the field to change a flat on the tractor. The thought of changing a flat on a tractor made my real world seem simple.
• I have had innumerable conversations with my husband about preparing the fields and prairies for next year. This always makes me reflect on how much we as educators are like farmers and ranchers. We prepare the soil; we plant seeds; we fertilize; we cultivate; we plow; we pray for a favorable season from outside elements. Critical pedagogy is very similar, and it makes us look more critically at ourselves and the role we are playing in the production (or reproduction) process. Critical pedagogy makes us see more clearly the effects of the environment. Critical pedagogy also gives us the courage to plow and the patience to wait.

I marvel at the outside influences on my life. I also marvel at the outside influences on teaching and learning. Critical pedagogy enables us to see those influences more clearly and to articulate them. Critical pedagogy also enables us to take action in our real world when necessary.

Now here is the point: each of us has our own real world. It informs us; it enlightens us; it amuses us; it challenges us. And, each of our worlds is a part of who we are. Each of our worlds contributes and enriches us and others. Our own unique real world is the culture we know best; it is where we feel most at home; we speak the language; we know the perspective. No one’s real world is the best; it is just what we know. No one’s culture is the best; it is just what we know. No one’s language is the best; it is just what we know. Critical pedagogy has enabled me to appreciate and celebrate others’ ways of knowing – even when I don’t understand and may not have experienced them.

First, I share my real world because you asked. Second, I share my real world for all readers who are future writers. You have a book inside you waiting to be written. You know it; I know it. You may believe that authors live and write in a world you will never know. Authors are people writing in their own world. Our real worlds are unique, busy, and often exhausting.

It is the legacy of my real world that informs my perspective. It is the legacy of critical pedagogy that gives me the courage to express my perspective. I am confident that critical pedagogy will encourage you to read and write your world.

Not only was I surprised that so many readers wrote to ask me questions about reading and writing in my world, but I was also surprised at the diverse reactions along gender lines. The irony is that one of my greatest fears with the publication of the first edition was that my feminist colleagues would feel that I had not been strong enough on our shared interests. Instead, the exact opposite has happened. My formal educational experiences have been in the world of multicultural and multilingual education; however, I am limited in feminist pedagogical academic study. A reader of the first edition once wrote to me: “It feels like you are reading us, while we are reading you.” However, when it came to gender issues, many readers were reading me critically. I was writing the word, and the readers were reading the world (see Note 4). Often in the first edition, I thought I was writing about dominant and dominated cultural groups, and readers were reading men and women.

Classroom Activities
		Developing a Hypothesis
		Think Aloud #2
		Think Aloud #1
		Webliography
		TonyWardEdu.com
		ESL/ELD and Sheltered/SDAIE Lesson Plans
		ASL Rose
		National List of Dual Language Schools
		Diversity and Democracy
		History and Herstory
		Justice and Gender
		Reflection and Reform
		Students and Standards
		Nicholas Meier, Ph.D. of CSU Monterey Bay
		U.S. Department of Labor Bureau of Labor Statistics
		California State Standards for the Teaching Profession
		Ten Reasons to Teach
		RNT Top 5 Reasons to Teach
		Teachers Count
		How Much Do Teachers Earn?
		No Voice Left Behind
		CSU Stanislaus Faculty Website
		Jill Kerper Mora Ed.D.
		Jim Cummins’ ESL and Second Language Learning Web
		LeAnn Grogan Putney, Ph.D
		James Crawford’s – Language Policy Web Site & Emporium
		James Crawford’s – Links
		James Crawford’s – Ten Common Fallacies About Bilingual Education
		Stephen Pollard
		Stephen Krashen’s Home Page
		Stephen Krashen’s Editorial / Opinion Page
		Stephen Krashen – “Second Language Acquisition and Second Language Learning”, originally published by Pergamon Press in 1981 – NOW Online
		Azusa U.S.D. Bilingual Services
		Alma Flor Ada
		Mem Fox
		Write to Read
		Kenji Hakuta
		Sandra Lee Smith
		English Language Development NET
		Allyn & Bacon Professional Books – “A Vision of Vygotsky”
		Allyn & Bacon Professional Books – “Critical Pedagogy, Notes from the Real World”

Articles
		The Role of Children in the Design of New Technology
		We learn by doing
		Technology and Young Children
		Alliance for childhood – Computers and children
		Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children
		ERIC Digests
		Technology and Early Literacy: A Recipe for Success
		Using Technology in the Classroom: Constructivist Pedagogy
		Links to Digital Divide Resources
		Learning to Read and Write: Developmentally Appropriate Practices for Young Children IRA & NAEYC Position Statement Adopted May 1998
		Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers
		Technology In Early Childhood Education: Finding the Balance
		No Child Left Behind
		Learning Theory Resources A Collection
		Northwest Regional Education Laboratory
		Classroom Language and Literacy Learning
		The Role of Language in Literacy Acquisition
Curriculum
		http://www.ascd.org
		http://www.mcrel.org
Elementary and Early Childhood Education
		http://ericeece.org/
English, Languages, Reading/Language Arts
		http://polyglot.lss.wisc.edu/lss/lang/langlink.html
		http://www.cal.org/ericcll/
		http://www.indiana.edu/~eric_rec
		http://www.ncte.org
		http://www.ucalgary.ca/~dkbrown
International Education
		http://www.ciee.org
		http://www.iearn.org
		http://www.iie.org
Keeping Educators Informed
		Kathy Schrock’s Guide for Educators
		California Teacher Association
		Education World
		Education Week on the Web
		The Educational Technology Journal
		The Ten Best Web Sites for Educational Technology
Literacy
		Early Literacy Websites for Educators
Math
		http://forum.swarthmore.edu/dr.math
		http://www.nctm.org
Music
		http://www.cs.uop.edu/~cpiper/musiced.html
PE
		http://www.aahperd.org/
Science
		http://www.enc.org
		http://project2061.aaas.org
Social Studies
		http://execpc.com/~dboals/boals.html
		http://ncss.org
Theories
Constructivism and Technology Websites Provided by Brian Briggs, MA student at CSU, Sacramento 2-11-03
		Celebrities in Cognitive Science
		Using Technology to Enhance Literacy
		Guide to Theories of Learning
		Technology and Multiple Intelligences
		We learn by doing
		Constructivism and technology
		Constructivism and Technology
		Educational Philosopher Library Support Page
		LOGO, Papert & Piaget – Constructivism for Constructivists
		Constructivism Meets Technology
		Constructivism Meets Technology
		Project Based Learning with Multimedia
		School Reform: What Role can Technology Play in a Constructivist Setting
		Using Constructivism in Technology-Mediated Learning: Constructing Order out of the Chaos in the Literature
		The Formation of Children’s Technological Concepts: A Study of What it Means To Do Technology from a Child’s Perspective
		more Theories
		How Technology Enhances Howard Gardner’s Eight Intelligences
		Creating Minds – An Anatomy of Creativity – By Howard Gardner
		Children as Design Partners: An Introduction
		Developmentally Appropriate Practices in Early Childhood Education
		LEARNING THEORIES AND TECHNOLOGY
		Learning with software: pedagogies and practice – Learning Theories
		Funderstanding
		Constructivism, Technology, and the Future of Classroom Learning
		ERIC References to: Constructivism – Elementary
		Behaviorism, Cognitivism and Constructivism
		Computers and Young Children
		Vygotsky Resources
		NCREL
		Mindtools
		Classroom Compass – Construction Knowledge in the Classroom
		Constructivism and Technology: On the Road to student Centered Learning
		The Marriage of Technology and Constructivism
		Constructivism – From Essentialism to Constructivism: Philosophy of Technology at the Crossroads
Web Page Tips
		Frontpage Tutorial
		Rubistar- Create Rubrics for your Project-Based-Learning Activities
		Web Tips
Web Quests
		WebQuest Taskonomy: A Taskonomy of Tasks
		A lot of WebQuest Links
		Education World Interview with Bernie Dodge
		Brian Briggs

The following websites are being shared by the graduate students from EDML 5000, Multilingual Education in the Content Areas. Thanks to JP for organizing them for us.
		http://a4esl.org
		http://abcteach.com/directory/basics/writing/letters/
		http://cagle.slate.msn.com
		http://funbrain.com/
		http://iteslj.org/Lessons
		http://pbskids.org/lions/
		http://teacher.scholastic.com/
		http://www.abcteach.com
		http://www.arp.sprnet.org/webmaster/Third/Third_LINKS.htm
		http://www.askeric.org
		http://www.bcpl.net/homeschool/HomeschoolingOnTheCheap.Writing.html
		http://www.cal.org
		http://www.eduplace.com
		http://www.eduplace.com/rdg/hme/k_5/index.html
		http://www.eduplace.com/rdg/hme/k_5/resources.html
		http://www.esl-images.com/
		http://www.esl-lounge.com
		http://www.everydayspelling.com/workout/prompts/promptsndx.html
		http://www.iteachilearn.com/cummins/bicscalp.html
		http://www.janbrett.com
		http://www.kolar.org/vygotsky/
		http://www.lessonplansearch.com
		http://www.manythings.org
		http://www.mindtools.com/rdstratg.html
		http://www.nd.edu/~rbarger/www7/
		http://www.oise.utoronto.ca/MLC/cummins.htm
		http://www.orangeusd.k12.ca.us/3rd/language_arts.htm
		http://www.pbs.org
		http://www.pbs.org/kcet/publicschool/roots_in_history/index.html
		http://www.poetry4kids.com
		http://www.poetryteachers.com
		http://www.poetryteachers.com/authorvisit/brucevisit.htm
		http://www.proteacher.com/070037.shtml
		http://www.readwritethink.org
		http://www.schloastic.com
		http://www.sdcoe.k12.ca.us/score/cyberguide.html
		http://www.sil.org
		http://www.sil.org/literacy/multi.htm
		http://www.sk.com.br/sk-vygot.html
		http://www.springfield.k12.il.us?resources?languagearts/readingwriting/writingassessment.htm
		http://www.teachervision.com
		http://www.thegateway.org
		http://www.theteacherscorner.net
		http://www.theteacherscorner.net/writing/skills/
		http://www.tolerance.org

Welcome Friends,

Here’s where you can find all that has come before…

July 2014

• Prairie Pedagogy: Flood Damage

March 2014

• So, What is New?
• Looking Back
• So, What Have I been Doing Since We Last Visited?
• Critical Pedagogy: Notes from the Real World
• My Review of Sonia’s Book was Recently Published by National Association of Multicultural Education (NAME)

• Read March

---

June 2013

• Arthur Costa
• Andrew Zolli and Resiliency, or Hardiness Research
• Rita Pierson on TEDTalks
• International Journal of Foreign Language Education
• The Backseat Linguist
• How Brave Children Walk to School Around the World
• Sir Ken Robinson
• Loving Those Libraries
• Self-organizing Learning Environments (SOLE)
• Where in the World is Myanmar/Burma? – Karen Refugees
• Free Voluntary Reading
• Books for Teachers
• New Angels
• Welcome To The World
• Notes from the Real World
• Prairie Pedagogy
• Dawn Wink: Dewdrops

• Read June

---

May 2013

• Sugata Mitra (2nd time) -“Beam a Gran” and “SOLE”
• José Yourgules
• Black Hills State University ENL (English as a New Language) Program, a few selected student projects
• A School Visit to Celebrate Cinco de Mayo
• DewDrops: SOLE continues
• FVR, Free Voluntary Reading
• Books for Teachers
• Welcome To The World
• New Angels
• Notes from the Real World

• Read May

---

April 2013

• Sugata Mitra: Build a School in the Cloud, a.k.a Hole in the Wall
• Loving Those Libraries
• A Teacher Tells It Like It Is.
• TESOL
• FVR (Free Voluntary Reading)
  Books for Teachers
• Where In The World…?
• New Angels
• Welcome To The World
• Notes from the Real World
• Dawn Wink, DewDrops: Book Announcement

• Read April

---

March 2013

• Loving Those Libraries
• Reading in Qatar
• TESOL in Dallas
  Writers’ Workshop Resources: Lakota
  Biliteracy: Our Best Bet
• Language Acquisition: How Long Does It Take?
• FVR (Free Voluntary Reading)
• Books for Teachers
• New Angels
• Welcome To The World
• Notes from the Real World
  Trip to Santa Fe
  Tucson Festival of Books
• Dawn Wink, DewDrops:
  School Stuff: Some Thoughts on Teaching and Learning
  Church Stuff: Some Thoughts on Why Go To Church

• Read March

---

February 2013

• Loving Those Libraries
  More tiny libraries in Turlock CA
  Library Mapping from BHSU Students
• Writers’ Workshop Resources
• Research Studies We Can’t Forget: Discrimination, Expectations, and the Marshmallow Test
• Qatar, Reflective Teaching
• FVR (Free Voluntary Reading)
• Books for Teachers
  Caldecott and Newbery Book Awards
• New Angels
• Welcome To The World
• Notes from the Real World
  Prairie Pedagogy, Atall School by Missy Urbaniak
• Dawn Wink, DewDrops

• Read February

---

December 2012

Black Hills State University (BHSU) Students Share
Love Those Libraries
NCTE
Qatar
Geeks, Gossip, Giggles, and Googles and Susan Sweeney
A Prezi on Critical Pedagogy
FVR (Free Voluntary Reading)    *NEW: Krashen on Goodman/Smith Hypothesis
Books for Teachers
Esperanza
Welcome to the World
New Angels
Notes from the Real World
Prairie Pedagogy

• Read December

---

October 2012

Great Valley Writing Project
Scaffolding, TPR, and TPRS
Love Those Libraries
ZooBurst
FVR (Free Voluntary Reading)
Books for Teachers
Welcome to the World
New Angels
Notes from the Real World
Dawn’s writing
Prairie Pedagogy

• Read October

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August 2012

5 Teachers Honor Their Own Favorite Teachers
Our Challenges – Zhao, Brady, and Krashen
Love Those Libraries
Chicabrary
ZooBurst
FVR (Free Voluntary Reading)
Books for Teachers
Social Media
Welcome to the World
New Angels
Notes from the Real World
Prairie Pedagogy

• Read August

---

May 2012

31 Ways of Saying Thank You to a Teacher
5 free A Vision of Vygotsky eBooks
Abydos
TESOL
Ameera, Hannah, and Karen
Project Implicit
Global Education Reform Movement is Here
Steve Krashen, KOTESOL
Just Stuff
FVR (Free Voluntary Reading)
Books for Teachers
Social Media
Welcome to the World
New Angels
Notes from the Real World
Prairie Pedagogy

• Read May

---

March 2012

Writers’ Workshop and LEA
Blurb for book from Hull-Sypnieski and Ferlazzo
BookMooch
iPads
The Future
Books for Teachers
Welcome to the World
New Angels
Notes from the Real World
Prairie Pedagogy

• Read March

---

October 2011

More ZooBurst, a 3D digital story telling software
American Library Association
More on Schools in Finland
Teacher Newsletter, Teacher’s Wiki, and Garrett’s writing
More on Diane Ravitch
FVR and Books for Teachers
Welcome to the World
New Angels
Notes from the Real World
Prairie Pedagogy

• Read October

---

August/September 2011

The Institute of Language and Education Policy
Mallorca: 2011, 2010, &ZooBurst, a 3D digital story telling software
Schools in Finland
Great Valley Writing Project
SOS-Save Our Schools, Jonathan Kozol
Back toSchool
Exemplary Programs in Indian Education, 2010
FmF (Featuring My Friends)
Carlotta Castillo Moulder, The Importance of Play in Learning
Janet Towell, Writing with Lucy Calkins in NYC
FVR and Books for Teachers
Welcome to the World
Notes from the Real World
Prairie Pedagogy

• Read August/September

---

June 2011

The Bilingual Advantage by Claudia Deifus
Our School Are Not Broken: The Problem is Poverty by Steve Krashen
Sir Ken Robinson
César Chávez Elementary School Favorite Books To Read This Summer
FmF (Featuring My Friends) Brian Briggs, Tips on Tech Toys
Welcome to the World
New Angels
Notes from the Real World
Dawn Wink, Love Stones
Prairie Pedagogy

• Read June

---

May 2011

Save Our Schools
My Recent Travels, Oglala Lakota College
My Recent Travels, Oglala Lakota College
A Few Student Projects
Paul Gorski, research survey
Alfie Kohn
Yong Zhao
FaceBook, How To for Educators
FVR (Free Voluntary Reading)
Books For Teachers
FmF (Featuring My Friends) Guest, Ruslana Westerlund
Welcome to the World
New Angels
Prairie Pedagogy

• Read May

---

April 2011

My Recent Travels
This Is America….
Benefits of Bilingualism
Bilingual Basics
The Science of Why We Don’t Believe Science
The Case For Libraries by Steve Krashen
Darren Hayes’ High School Students Respond to Their Teacher
Free Voluntary Reading
Book For Teachers
New Resources
Welcome to the World
Notes from the Real World

• Read April

---

March/April 2011

My Schedule: SD to NM to TX to AZ to CA
Saveourschoolsmarch.org
YouTube Critical Pedagogy, the musical
Frank Abrahams and lesson design
Taking the Super out of superman
Diane Ravitch
Linda Darling-Hammond on International Summit on Teaching
Lindsay Peak Kaufhold, blog
Grayson Charter Elementary
FVR and Books for Teachers
Just For Fun
Welcome to the World
New Angels
Notes from the Real World, a.k.a., Prairie Pedagogy

• Read March/April

---

January 2011

Read Across America, March 2
Newbery and Caldecott awards
Joan’s New Foundations of Education Project
Freedom of Education Act, Steve Krashen
NPR Finds A Bit of Our Work
Best Videos for Educators 2010 (Thanks, Larry Ferlazzo)
FVR
Just for fun
New Angels
Welcome to the World
Notes from the Real World
Prairie Pedagogy

• Read January

---

October/November 2010

New resources
My travels
The possibility of a park to honor Paulo Freire
One more photo of Mallorca
FVR (free voluntary reading)
A typical day for a high school teacher: Darren Hayes
Declaration of Professional Conscience for Teachers by Ken Goodman
Notes from the Real World
Prairie Pedagogy

• Read October-November

---

August/September 2010

TCNJ, Mallorca Global Ed Program
Fall 2010 CSUS First Day of Class Agenda
First Day of School, Hereford, NM, and ID
My new book

• Read August-September

---

June/July 2010

Action Research Fair of Clark County School District in Last Vegas
Distinguished Schools Award
Rethinking Schools
Larry Ferlazzo
The Institute of Language and Education Policy
So, What Is Merit Pay?
Critical Literacy Journal
Know ELLs
IJFLT
Position Open: Dual Immersion Academy
FVR for Teachers, Darling-Hammond and Meier/Engel/Taylor

• Read June-July

---

May 2010

Vanishing Words, Vanishing Worlds by Kayla Gahagan in Rapid City Journal
The Storytelling Project from Barnard College
Project Implicit
The Institute for Language and Education Policy
FVR (Free Voluntary Reading) digital libraries
FmF (From my Friends) Tove Skutnabb-Kangas, Robert Phillipson, et al
Prairie Pedagogy
Notes from the Real World

• Read May

---

July 2009

Useful Websites
A memory of Louise Rosenblatt by Philomena S. Marinaccio Eckel
FVR (Free Voluntary Reading)
FmF Patricia A. Richard-Amato
Notes from the Real World, June family/kids/anniversary
Mallorca
Summer on the ranch with friends/family

• Read July

---

May-June 2009

Activities
Poverty’s Effect on Learning and Literacy
Campbell County School District, Gillette WY
Sturgis Public Library
WordSift
Chomsky Quote of Note
TESOL 2009, Denver
A poem by Jean’ann, CSUS credential student
FVR
Prairie Pedagogy

• Read May-June

---

March 2009

The Blueberry Story
The Institute for Language and Education Policy
An Equity Agenda
Factsheet: Who are English Language Learners?
Larry Ferlazzo’s webpages & blog
Immersion
Bill of Rights for English Language Learners
Children’s Linguistic Human Rights
TESOL 2009
Immigrants
FVR
Notes from the Real World: A Story of Cars
Prairie Pedagogy

• Read March

---

February 2009

Student Treasures from Credential Students from CSUS in January 2009.
Give Us Hope, video letter to Obama and Duncan
WordSift, Dr. Kenji Hakuta
FVR, Kathleen Norris
Prairie Pedagogy, February flood

• Read February

---

January 2009

ForumForEducation, LMRI, IJFLT, Quality Counts
Ofelia García
Exemplary Indian Education programs
TESOL 2009, Denver
Notes from the Real World: 4 Winks to Pierre

• Read January

---

December 2008

2 Perspectives on Teaching and Learning : Graphic and Text
OLPC
BOGO
ILEP
Teacher Activist Groups
A Vision for Schools
Featuring a School
FVR, Freeman’s brand new book!

• Read December

---

November 2008

An Observational Tool
How to reflect
FVR (Free Voluntary Reading)
CLT (Cool Like That)
Urbandictionary
Noslang.com
Top 25 Slang Words Parents Should Know
A Story of a Horse-drawn Hearse
Our Boy, Bailey rides to school (part two)
Prairie Pedagogy: Obama, Wink, and the Blizzard

• Read November

---

September-October 2008

Chyllis Scott
Class materials
Mamas, Meaning, Motivation
My People Made It Without Bilingual Ed
Open Letter to Students
Language Acquisition via Graphics/Pictures
Authentic Assessment/Rubric Banks
Jill Kerper Mora’s new URL
Research Opportunity with Alison J. George
Keeping Kids Safe Online
Free Voluntary Reading
New Angel
Welcome to the World
Prairie Pedagogy:
Our Boy, Bailey
Gillette and Wright
Notes from the Real Word
The Ripple Effect on Ranchers

• Read Sept-Oct

---

August 2008 Sights and Sounds of Summer Edition

The drought ends.
Julie
Cousin Kurt and Barbara
The 5 grands come
Branding
Yankton College Reunion
Achievement Award
Plaza of Honor, University of Arizona
Whole Language Umbrella
Cousin Ace and Auntie Essie
Sturgis Rally
Faith Stock Show and Sue, the T Rex
Idaho: Zucchini, Bean, Big One Little One, Signing Alphabet
NM: Double rainbow, 9th BD, blue door
Dean & Joan: diversity of grasses
Garrett: Signing ABC’s
FVR:
Books for Teachers – Crawford/Krashen; Samway/McKeon; Menken; Freeman’s; Díaz-Rico
Books for Pleasure – Piccoult; Jance
Books for Kids/Grands – Rowling; Baylor; Paolini

• Read August

---

June-July 2008

Open Letter to Senator Obama
Immersion Confusion, updated
Riverbank Language Academy
Cross-cultural Institute of Clark County School District, Las Vegas
UT Austin, Proyecto Maestría
Sharon Whitehead-van Löben Sels. History of the Learning Pyramid
Free Voluntary Reading includes
NYCPL
Shellie’s observations on libraries with and without books
Le shares a story of a 4 year old who wants to read
Welcome to the World
Notes from the Real World
Prairie Pedagogy

• Read June-July
• Read Prairie Pedagogy

---

April-May 2008

TESOL 08 NYC
Debra Schneider, www.ted.com
Sharon Whitehead-van Löben Sels
Chart of history of Learning Pyramid
Chris Kerfoot, abstract of dissertation,
The Stories of Public School Teachers Who Hold Doctorates: A Narrative Study
Elliot Hurd, age 15, book review published at flamingnet.com
Jay Matthews’ Better-Late-Than-Never-Book-Club
New York City Public Library
FVR, Susan Ohanian by Steve Krashen
Welcome to the World
Notes from the Real World
Prairie Pedagogy

• Read April-May
• Read Prairie Pedagogy

---

March 2008

Top Ten Libraries
Professional Development Model, Annela Teemant and colleagues
Faculty Forum, March 12, 2008
The Learning Pyramid
Right and Left Brain Teaching and Learning
Brain Gym, Sharon Whitehead VLS
Kohn, Motivation, and Me by Crystal Hammer
Free Voluntary Reading
Crawford/Krashen, Frank Smith, and Samway/McKeon , as reviewed by Leilani Comber-Casper

• Read March
• Read Prairie Pedagogy

---

February 2008

From My Class to Yours
Library Mapping
The Mess
Those People
ELD/ESL and SDAIE/sheltered content lesson plans
More WinkLinks
SUP/CUP
An A-ha! Intrinsic and Extrinsic, by Crystal G. Hammers
Inclusionality: A Big New Idea
Great fun: XO blog
FVR
FmF, Samway & McKeon; F. Smith
Notes from the Real World
Dean Wink and Wink Cattle Co
More birds

• Read February
• Read Prairie Pedagogy

---

January 2008

FVR, Free Voluntary Reading (new section begins)
FmF, Featuring my Friends
OLPC
Free Rice
BoGo
Prairie Pedagogy, roosters, birds

• Read January
• Read Prairie Pedagogy

---

December 2007

The start of Joan’s Free Voluntary Reading
The Book Whisperer
Professional Learning Communities
Peaking Into the Future
ELL PD Seminar/Rigby from Freeman’s & Ebe
Critical Pedagogy: Where Are We Now?
Critical Education Theory and Practice
Educator Roundtable
Foundations of Education class materials
Prairie Pedagogy: Of Horses, Pheasants, Eagles, and Other Critters
Welcome to the World, Justin and Tripp
Notes from the Real World
Garrett, the story begins
Wyatt, the story continues, Busted

• Read December
• Read Prairie Pedagogy

---

November 2007

Ending the Achievement Gap
Review of Have You Ever Seen? Published in tcrecord.org
BHSH College of Education Advisory Committee
Board of Regents
TIE, Technology and Innovation in Education
Je Kan Adler-Collins
Clara Lee Brown
Ruby Payne and Paul Gorski, plus poverty citations
The Ameliorating Effect s of High Socioeconomic Status by Krashen/Brown
Qualitative and Quantitative Research: What’s the difference?
A Vision of Vygotsky citations
Welcome to the World: Rose Rae
New Angels: Ray Wicks, Ann Varlin, David Woodling, Bud Day
Breast Cancer 3-Day
The Real World: The New Pioneers

• Read November
• Read Prairie Pedagogy

---

October 2007

Academic Language Proficiency by Krashen and Brown
Shadowing by Tricia Lima
Duane Campbell
Gerry Coles
Rural Education
Prairie Pedagogy
Revisiting a Day at Deep Creek
Notes from the Real World
Sturgis Library

• Read October
• Read Prairie Pedagogy

---

August / September 2007

Pine Ridge Educational Conference
National Council for the Social Studies
Teachers 4 Social Justice, October 13, 2007
Spanish Resources
Keeping Kids Safe on the Web
Forum on Educational Accountability
Ken Goodman and NCLB
Notes from the Real World
Summer 07 ranch pictures

• Read August/September

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June/July 2007

Have You Ever Seen…? An American Sign Language Handshape DVD/Book.
Professors from Thailand at CSUS
The Pine Ridge
WinkWorld, Table of Contents
Groups of URLs on www.JoanWink.com
Critical Pedagogy: Notes from the Real World
A Vision of Vygotsky
Free Voluntary Reading
Student Treasures
Jennifer Thompson’s Graphics
Natalie den Dulk’s Summary of 6 Weeks of Learning
Welcome to the World: Siena Elaine
Notes from the Real World
Surprising Joan at research ceremony
The Spotlight from CSUS of research ceremony

• Read June/July
• Read Prairie Pedagogy

---

May 2007

NCTE on NCLB
USA Today: Bad teachers or bad policy?
New Berliner and Nichols
Nichols & Berliner, March 2005
Selecting a Graduate School, Debra Schneider
Karalee McClymont
CAL, Center for Applied Linguistics, Directory of Two-Way Bilingual Immersion
Make a Difference Movie
Prairie Pedagogy: What is bilingual education?
New Angel: Marie Clay
Family Photos

• Read May

---

April 2007

Reading Recovery
http://www.joanwink.com/newsletter/2006/news0706.php#c
Socratic Dialogue
June/July 2006
http://www.joanwink.com/newsletter/2006/news0706.php
May 2006
http://www.joanwink.com/newsletter/2006/news0506.php
November 2004
http://www.joanwink.com/newsletter/2004/news1104.php
Debra Schneider’s Poverty/Prosperity
New Angels: Buttercup
Notes from the Real World: Research Award http://www.joanwink.com/new.php
Adam’s Poem

• Read April

---

March 2007

More on How Much Do Teacher Make
National Women’s History Project
What is Learning?
NEA on NCLB
Educator’s Roundtable
U of A Children’s Literature Conference
MidSouth Conference, Alabama
Leave Behind A Bad Idea
What We Realy Know about NCLB
IICSN in Nevada
Fanilows

• Read March

---

February 2007

GoodKidsGoodSchools.com
Not on the TEST, Tom Chapin
Great Web Sites for Kids
Riverbank Language Academy
Bilingualism Retards Senility, Ellen Bialystok
Teachers, Parents, and Students Bill of Rights, Beth Altwerger
10 Big Effects of NCLB, Center on Educational Policy, CEP
Teachers Make a Difference, Taylor Mali
Prairie Pedagogy, December 06 pix
New Angels: Roger Grow, John Notheis
The Real World: Things They Don’t Tell You About Cancer
Research Nomination Update
What is a portfolio?
How to reference this page

• Read February
• Read Prairie Pedagogy

---

January 2007

Of Reading and Rewards
Note for a Pre-K Grandchild
Hurd Family Reading Log
Wyatt, 2nd time through Harry Potter
100 Groups Seek NCLB Overhalul
Forum on Educational Accountability
Educator Roundtable
Implicit Racist Test
Linguistic Human Rights: Dawn
Susan Sandretto Critical Pedagogy URL
New Angels: Bev Steffen, Don Murray
Prairie Pedagogy: A Great Day for Grammies and Golden Eagles

• Read January
• Read Prairie Pedagogy

---

November 2006

Free Voluntary Surfing
Wyatt’s, age 10, Reading: 4 Benchmarks
Seedbump.com, David Coverly cartoon
Prairie Pedagogy: Commish Dean Re-elected

• Read November
• Read 4 Benchmarks
• Read Prairie Pedagogy

---

October 2006

Foundations of Education class: I AM poem, timeline, open letter to teachers
AEPL: Janet Emig and George Lakoff
Literacy Education: Inspector General’s report on Reading First
Prairie Pedagogy: Wink is running for re-election; New Angel
Notes from the Real World
Pumpkin Patch Kids

• Read October
• Read Prairie Pedagogy
• Notes from the Real World

---

September 2006

Prairie Pedagogy: What I Did During My Summer Vacation
Notes from the Real World

• Read Prairie Pedagogy
• Notes from the Real World

---

June – July 2006

Socratic Seminar by Corri Figueiredo
The Institute for Language and Education Policy
The Effects of Poverty on Learning: Citations
www.flamingnet.org, Elliot’s review of The Wizard Lord
Calling All Doctoral Students
Prairie Pedagogy: colt
Notes from the Real World: Relay for Life in Turlock
Family Pix: Family together in June in Turlock

• Read June – July
• Poverty Citations
• Read Prairie Pedagogy
• Notes from the Real World
• Family Pix

---

May 2006

Socratic Seminar by Karalee McClymont
WinkLinks – Nicolas Meier
Bilingual Basics for TESOL
Prairie Pedagogy: new ranch house; Lil New Mexicans; Baby Zoe
Notes from the Real World: How To Donate a Free Mammogram; Lil Walker and Lil Rider

• Read May
• Read Prairie Pedagogy
• Notes from the Real World

---

April 2006

Black Stallion Literacy Project – waving book out the window
Dr. Fé Brittain
Amerind Foundation
Children’s Literacy Conference, University of Arizona,
Jacqueline Woodson
Yuyi Morales
NABE
Million Teachers March on DC
$65 per day – by Dawn Wink

• Read April
• Black Stallion Literacy Project
• Prairie Pedagogy: The Red Family pics
• $65 per day – by Dawn Wink

---

February 2006 / March 2006

Krashen introducing Susan Ohanian at NABE
Hurd Family Reading Log 2005 and Shel’s reflection on the value of reading;
Citations: Sanchez, Skutnabb-Kangas, Kimmel
A definition of a constructivist from a constructivist
Bo’s paper on paradigms
Spanish Language Arts Standards from San Diego County Office of Education
Le Putney’s sample newsletters on Vygotsky
Prairie Pedagogy

• Read February / March
• Prairie Pedagogy: The Saga of the New Addition on the Ranch House Continues

---

December 2005 / January 2006

Bilingual Basics
Hispanic OR Latino? That is the question.
Joan’s thoughts on the discussion of Latino and/or Hispanic.
Prairie Pedagogy

• Read December / January
• Prairie Pedagogy: Remodel of Lil’ House on the Prairie

---

November 2005

University of Arizona for the Western Humanities Alliance Borders
Amerind Foundation
To Make a Difference – Rosa Parks
The Reading Wars with Le Putney

• Read November 2005
• Prairie Pedagogy: Welcome Garrett Raymond Wink

---

October 2005

Central Washington University
Teacher Quality & Recruitment Grant
Steve Krashen and Cartoonist Tommy Tomorrow
New Must Reads
New Winklinks

• Read October 2005
• Read Grant Announcement
• Prairie Pedagogy: Boo and Bug Tattoos

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August – September 2005

Three things I Learned, by Lesa Prine
Why teach?
Approaches to Lesson Planning
Sample Parent and Student Letters
Rubrics
Book Ends – Bohm and Noddings
Birmingham, Alabama
The Guided Language Acquisition Design

• Read Aug.-Sept. 2005
• Three things I Learned, by Lesa Prine
• Lesa and Greg – Rewards of Teaching
• Answers by Donald Graves
• Answers by Linda Kovaric
• Lesson Planning – Alma Flor Ada
• Lesson Planning – Bonnie and David Freeman
• Lesson Planning – Into, Through, and Beyond
• Lesson Planning – Madeleine Hunter
• Student Letter – Vicky Murphy
• Parent Letter – Vicky Murphy
• Student Letter – Dee Hawksworth-Ludzow
• Student Presentations Rubric
• Proofreading Rubric
• Book End: Bohm
• Book End: Noddings
• Prairie Pedagogy: Summer Photos

---

July 2005

MidSouth Reading and Writing Institute of Birmingham Alabama
What is a learning community?
Alfie Kohn, Unconditional Parenting: Beyond Bribes and Threats
Book Review by Charles Schroeder
7 Ways to Ruin a Child’s Love of Reading
Constructivist and Constructionist
Gloria Ladson-Billings, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms Book Review by Chris Kerfoot
Prairie Pedagogy: ‘Lil Red Chile goes to the carwash

• Read July 2005
• Read Book Review by Charles Schroeder
• Read Book Review by Chris Kerfoot
• Prairie Pedagogy: ‘Lil Red Chile goes to the carwash

---

June 2005

Open Letter to Credential Candidates
Critical Pedagogy: Q & A by graduate students
Top Ten Ideas of Critical Pedagogy by graduate students
When Your Dad’s a Cowboy by Dawn Wink Range Magazine, Summer 2005, p. 69

• Read June 2005
• Open Letter
• Q and A
• Top Ten
• Prairie Pedagogy: New Baby and Austin’s moving
• When Your Dad’s a Cowboy

---

May 2005

The Bilingual Home graphic by Gina Grgich and Vern Hixson
Conversational and Academic Language
Threshold Hypothesis
Common Underlying/Separate Underlying Proficiency
Dual Language Iceberg/American Sign Language
Metaphor of the Water Lily

• Read May 2005
• Prairie Pedagogy: The Wiggles

---

April 2005

Fernando Peña: How to create authentic literacy and self-published books.
Differentiated Instruction, ELD, SDAIE

• Read April 2005
• Prairie Pedagogy: Dean’s reflection on his horse accident
• Prairie Pedagogy: Dawn – My Mother’s Hands
• Prairie Pedagogy: Dawn – Memory of the Arizona Ranch

---

March 2005

Focus on Bilingual Education
Paulo Freire, speech
Gina Grgich and Vern Hixson, Bilingual Home illustration
Tove Skutnabb-Kangas, Water lily metaphor links
Jim Crawford, interview
Steve Krashen, What’s Missing?

• Read March 2005

---

February 2005

Joan Wink, Bilingual Basics Presentation Handouts
Joan Wink, The Spiral of Literacy
Gina Grigich, New student treasure
Lisa and Austin Wink, Baby Signs
Pam Franklin, Homeschooling

• Read February 2005
• Prairie Pedagogy: Being The Wife
• Prairie Pedagogy: Dean’s accident update
• Prairie Pedagogy: Prairie Pedagogy Pictures

---

January 2005

from Denise, the WebWizard for WinkWorld: Update on Maintenance of Webpages
from Denise: Pleasure Reading Logs
List of books Denise and Nadine

• Read January 2005

---

December 2004

Site index construction
Nadine Pinkerton, Other Ways of Celebrating
Dr. Wu Yiqiang, Chinese New Year
Ula Awwad-Raiyan, Mulsim’s Ramadan
Delphine Red Shirt, wi kpe ya pe or throw away

• Read December 2004
• Prairie Pedagogy: Bubbles in the Bath

---

November 2004

NCLB reformation movement
ERIC reconfiguration
Book Reviews for Kids by Kids
Kelly Russell, Reflecting on History: Sixteenth Street Baptist Church
Joan’s Socratic Dialogue

• Read November 2004
• Prairie Pedagogy: First, Water; Next, Underground Pipes

---

October 2004

Martha Larkin, What is Scaffolding?
Phamily Fotos, Dean’s 60th Birthday Party

• Read October 2004
• Prairie Pedagogy: The Calf Path by Sam Walter Foss
• The Bull Chase

---

September 2004

Zoomerang
Dripping Springs ISD TX

• Read September 2004
• Prairie Pedagogy: Water, measuring quality and quantity
• Wasichu, Gringa, Partner

---

August 2004

Selected pages from Critical Pedagogy: Notes from the Real World (2005)

• Read August 2004
• Prairie Pedagogy: Weather, new well, and branding
• Austin has 40 signs
• How to play Jelly Beans

---

July 2004

More to the website collection
Thesis Abstract by Vicky Murphy
Thesis Abstract by Andrea Katotakis
University of North Carolina, Pembroke
GLAD: What is it?
Online Map of Languages spoken by zip code

• Read July 2004
• Prairie Pedagogy: The Drought
• Prairie Pedagogy: 4 Interesting Young Women
• Prairie Pedagogy: Branding
• Prairie Pedagogy: Making a Rope
• Prairie Pedagogy: Wink’s “Girls”
• Prairie Pedagogy: The Prairie Perspective
• Prairie Pedagogy: Our New Dam

---

June 2004

more to the website collection
Junior High Boys’ and Girls Reading Experiences: Homeruns or Strikeouts?
Homeschooling: An Alternative to Traditional Classroom Education

• Read June 2004
• Dee Hawksworth-Lutzow: ABSTRACT
• Pam Franklin: ABSTRACT

---

May 2004

Websites
Heritage Language: pages from Teaching Passionately

• Read May 2004

---

April 2004

Susan Ohanian
The Hoopster
e-Portfolios
OneBranch electronic library
Steven Krashen, 2-way dual language program

• Read April 2004

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March 2004

Teacher, Profe Beto, who inspired Joan
www.dawnwink.com
CABE presentations (Dual Languages and Teachers as Language Mentors)
Websites for teachers and families (see also WinkLinks)
ERIC update
Dawn’s home schooling story
Grammie’s interactions with Wyatt’s home schooling

• Read March 2004
• Walkin’ with Wyatt
• Gleanings from Grammie

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February 2004

Websites for teachers and families (see also WinkLinks)
Poem by Sabine Ulibarri
Snapshot of Pestalozzi
Principles of Pestalozzi
Quips and Quotes of Pestalozzi

• Read February 2004
• The Story of Pestalozzi
• Prairie Pedagogy: The month of January on the ranch

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January 2004

Websites (see also WinkLinks)
Rubric Bank
ERIC changes, Deleting History
ALA, Banned Books
Wyatt’s reading Harry Potter on his own

• Read January 2004
• Wyatt Learns to Fly

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December 2003

New School Board Member, Denise
Share NCTE and IRA experiences
Websites
Reading Captain Underpants and others

• Read December 2003
• Wyatt’s Wonder
• Prairie Pedagogy: NCLB, Kenneth Remsen

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November 2003

Family involvement books and URL’s
red ink reflection by Dawn Wink

• Read November 2003
• Red X’s and Private Schools: An Informal Essay on Today’s Education
• Prairie Pedagogy: Dean, Got Water?

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October 2003

Banned books
Cow Jumped Over the Moon
Slam Poetry

• Read October 2003
• Prairie Pedagogy: Rich Gibson
• Prairie Pedagogy: Steve Krashen
• Prairie Pedagogy: Wink, The Water Witch

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September 2003

Library Mapping
Play Ball
NCTE Inbox
Dawn Wink about Wyatt’s reading
Article: Should we just tell them to read? The role of direct encouragement in promoting recreational reading.
Letter to the Editor (standards and NCLB)

• Read September 2003
• Prairie Pedagogy: Short summary
• Boxers or Briefs
• Fay Shin
• Joanne Yatvin

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August 2003

Mallorca, Spain
Dawn Wink about Wyatt’s reading

• Read August 2003
• Prairie Pedagogy: The Birthing of a Baby Buffalo
• The Path to Pokémon

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July 2003

First Year Anniversary of WinkWorld
Dawn and the boys
Dawn Wink reflects on the evil versus good

• Read July 2003
• Prairie Pedagogy: Yarns about ranch life, How Prairie Pedagogy Came To Be
• To Lasso a Tornado
• Potter Pedagogy

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June 2003

Websites for dual language models, NCLB, curriculum, international education, philosophy of education, evaluation/testing, and teacher resources (see also WinkLinks)

• Read June 2003
• Prairie Pedagogy: A reflection from spring of 1999; Haul Water; Skunk in the Cistern; Mowing the Lawn; The Primacy of Weather; the Amount of Rain

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May 2003

Homework Packets by Andrea Katotakis
Jim Trelease
Karalee McClymont reflects on Alfie at Modesto Junior College

• Read May 2003
• Prairie Pedagogy: Moving Bulls; Tanning Hides and Making Arrowheads
  
• A Letter to Alfie Kohn

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April 2003

Overview of Teaching Passionately: What’s Love Got To Do With It?
Synopsis of Preface and Chapters 1 – 9

• Read April 2003

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March 2003

Tove Skutnabb-Kangas received 2003 Linguapax Prize
Brian Briggs website on constructivism and technology
Senator Byrd Speech: We Stand Passively Mute
Susan Sandretto, working on Ph.D., writing about teacher education and social justice

• Read March 2003
• Prairie Pedagogy: Calving
• Senator Byrd
• Susan Sandretto

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February 2003

Teresa’s thoughts on homework
Battle to control the future of schools
Abby Goodnough, Bush Adviser Casts Doubt on the Benefits of Phonics Program, New York Times

• Read February 2003
• Prairie Pedagogy: Drought continues
• More on Homework
• Local Control is Gone-“Leave No Child Behind”

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January 2003

www.EdResearch.info
Joan’s reflections on homework

• Read January 2003
• Prairie Pedagogy: typical day on the ranch
• Putting HOME Back into Homework

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November 2002

www.EdResearch.info
Dawn Wink, draft for Teaching Passionately: What’s Love Got To Do With It?

• Read November 2002
• Prairie Pedagogy: Northern Lights Spectacular
• I De-TV’ed My Home: A Story of One Family’s Transformation

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October 2002

Dean Austin Wink is born
The Saga of Big Books Continues
Jennifer Wolfe and Leslie Poynor
University of Arizona trip
Elizabeth Arnot-Hopffer, The Davis Bilingual Magnet School
Writing about The Future
California Reading Association – Literacy Brings the World to You!
Draft for the Foundations Chapter of Teaching Passionately: What’s Love Got To Do With It?

• Read October 2002
• Prairie Pedagogy: Critter Care Responsibilities
• Library Mapping
• Constructivist – Constructionist

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September 2002

Marge Knox – Kidwatching
Jennifer Wolfe reflects on Jane Nelsen’s book Positive Discipline: A warm practical, step-by-step sourcebook for parents and teachers
EDML 5400 chapter by chapter synopsis of Negotiation Identities: Education for empowerment in a diverse society
Methods and (anti)methods
Theoretical Framework for Creating BIG BOOKS with Students
One Way of Making BIG BOOKS in Class
One Way to Bind BIG BOOKS in Class

• Read September 2002 Summary
• Prairie Pedagogy: Prairie Fires
• Marge Knox – Reflects
• Jennifer Wolfe – On Discipline
• Jim Cummins book review
• Response to Jim Trelease’s fifth edition of The Read-Aloud Handbook
• Big Book Methods
• Big Book Framework
• Making Big Books
• Binding Big Books

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August 2002

• Read August 2002 Summary
• Prairie Pedagogy: July 2002 on the Ranch
• Reflections on Jim Trelease’s The Read-Aloud Handbook and Mem Fox’s Reading Magic.
• KEY IDEAS FROM: Reading Magic
• All language arts teachers should read Radical Reflections: Passionate Opinions on Teaching, Learning, and Living by Mem Fox
• Proposals
  CABE – Passionate Pedagogy
  CABE – Critical Literacy in a Scripted World
  CABE – Vygotsky and Freire
  CRA – November 2002
  TAWL – September 2002
• Blackline Masters
  KWHL
  KWHL #2
  Cluster
  Process Writing
  Learning Log

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July 2002

• Read July 2002
• Prairie Pedagogy: 18 Hours of Ranch Life
• Joyful Mom Workshop