The Oklahoma Reader, VOLUME NO. 60 ISSUE 1 SPRING 2024

ISSN 2640-1649 (online) ISSN 0030-1833 (print)

VOLUME NO. 60 // ISSUE 1 // Spring 2024

THE OKLAHOMA READER YOUR STARTSTODAY TODAY YOUR LITERACY LITERACY JOURNEY JOURNEY STARTS

A PUBLICATION OF THE OKLAHOMA LITERACY ASSOCIATION

Finding inspiration through reading and writing

Contents 3 From the Editors 4 From the OKLA Chair 6 Educational Research 43 Teacher to Teacher 74 Book Reviews 90 Call for Proposals/Guidelines 92 OKLA Reader Staff 93 Reading Conference

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43 57 On the Cover Cover credit: Pictures are from the Unsplash free photos website or were purchased by Dana Oliver.

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Leveraging AI to Provide Multilinguals with Comprehensible Reading Sources Joe Terantino

Reflecting Toward Revision of Use of a Graphic Novel Protocol for Teachers in a Professional Development Barbara McClanahan, Maribeth Nottingham, and Katheryn Shannon Storybooks that bring STEAM to Life Judith Lashley

Engaging in Multiple Narratives: The Dialectical Approach in Classroom Instruction Mila Zhu

Children’s Picture Books: Engaging Preservice Teachers in Authentic Writing Roberta Raymond, Lillian McEnery, and Rose Toman Off the Shelf: Professional Literature Review Dana Oliver, Linda McElroy, and Liz Willner

Off the Shelf: Children’s Book Review Marla Pankratz, Robyn Randol, and Dawn Keller 2

Welcome!

FROM THE EDITORS

Welcome to the spring issue of the Oklahoma Reader The editors of the Oklahoma Reader are pleased to share the Spring 2024 issue with you, our readers. We anticipate that you’ll find a thoughtfully curated collection of articles included, featuring scholarly research as well as practical application for literacy instruction in the classroom.

Publishing a quality, peer-reviewed journal is a collective endeavor, and the voices of our authors are key players in that process. We are delighted that through the journal, the perspectives of educators who teach across all age ranges are amplified. Equally important in the publication process is the wonderful group of education experts who serve as reviewers for all submitted manuscripts. We’d like to extend our sincere appreciation to those reviewers who’ve given generously of their time to read each manuscript thoughtfully, and to provide suggestions which are constructive and supportive of the authors’ works. Our team of reviewers is essential to the Oklahoma Reader publishing process; their contributions are evident on each and every page of each issue. The Oklahoma Reader maintains a high level of quality in terms of content and readability in great part because of the professional work of our reviewers, and we are most appreciative of that work!

-Dana Oliver, DiAnn McDown, Mary Sloat, and Kelly Baker

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Letter from Sharon Morgan Chair, Oklahoma Literacy Association

Greetings and warm wishes to each of you! It is with great excitement and enthusiasm that I step into the role of Chair for the Oklahoma Literacy Association (OKLA) for the 2023-2024 school year. My name is Sharon Morgan, and I am honored to have the opportunity to lead this organization in its mission to foster literacy and cultivate a genuine love for reading.

I bring with me a variety of experiences in the field of literacy education. My own journey began as a 1st-grade teacher, where I had the privilege of guiding eager young learners through the transformative journey of learning to read. Witnessing the spark of comprehension in their eyes as they unlocked the world of words is nothing short of magical.

These early experiences taught me the importance of literacy and instilling a joy of reading and writing in every student.

As the Program Director for Early Childhood and Elementary Literacy at the Oklahoma State Department of Education, I am proud to be part of a state that invests in literacy. Over the last two years, over 5,000 Oklahoma educators have participated in LETRS training. A new team of 15 literacy coordinators and specialists will be working across the state to support schools in improving literacy. Oklahoma has revised the Oklahoma Academic Standards for English Language Arts and Frameworks to ensure they reflect the most current research. Oklahoma has also released a new Dyslexia and Dysgraphia Handbook to support educators and families in meeting the unique needs of all students. I am honored to be involved in shaping literacy initiatives and strategies that impact our students' growth. However, what truly lies at the heart of my journey is my dedication to teaching and nurturing young minds to become confident and proficient readers and writers.

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Across our state, I've had the privilege to witness the exceptional work that educators and administrators are doing in literacy instruction. Their dedication to cultivating a love for reading and writing among students is truly inspiring. From engaging lessons that captivate even the most reluctant readers to innovative strategies that awaken curiosity and creativity, Oklahoma's educators are shaping the future of our children through literacy.

In this new capacity as OKLA’s Chair, I am eager to build upon the legacy that the Oklahoma Literacy Association has carved out. Just as our dedicated educators inspire students each day, I am committed to championing the cause of literacy. As Frederick Douglass so eloquently put it in one of my favorite quotes, "Once you learn to read, you will forever be free."

Thank you for your continued support and commitment to literacy education. Together, we can ignite a passion for reading in the hearts of Oklahoma's students and empower them to embrace a future of limitless possibilities.

With warm regards, Sharon Morgan Chair, Oklahoma Literacy Association Program Director, Early Childhood and Elementary Literacy, Oklahoma State Department of Education

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Educational Research Leveraging AI to Provide Multilinguals with Comprehensible Reading Sources

by Joe Terantino In the state of Oklahoma, multilingual learners are one of the fastest growing student populations within public schools. The percentage of students identified as multilingual learners, or English learners (ELs), increased from 6.6% in fall of 2010 to 9.2% in fall of 2020. This 3.6% increase was greater than the national increase during the same time period, which was 1.1% (NCES, 2023). As of 2021, more than 68,000 ELs attended Oklahoma schools (NCES, 2023), meaning that roughly one in every 10 students in the state is identified as an EL. Despite making up nearly 10% of the total student population in Oklahoma public schools, multilingual learners are often underserved in school settings and lack adequate linguistic support.

We know that multilingual learners cannot achieve as well as their native Englishspeaking peers without sufficient support (Pawan & Ortloff, 2011), which further highlights an obvious need to better prepare our K-12 teachers to diversify their instructional approaches and use of technology-based tools in the classroom. With regard to reading and writing practices, educators and researchers are already evaluating and experimenting with the pedagogical affordances of artificial intelligence (AI) (Baidoo-Anu & Ansah, 2023; MichelVillarreal, 2023), especially related to its ability to process a large amount of text from the internet, including books, articles, and social media posts. One of the primary uses of AI in education thus far has been to provide students with personalized and adaptive support (Firat, 2023), which I believe should be further employed in support of multilingual learners.

Therefore, this article outlines how teachers may leverage various AI tools to provide such personalized and adaptive support for multilingual learners, especially as it relates to increasing the availability of comprehensible reading sources.

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What is Comprehensible Input?

In 1985, Stephen Krashen put forward five hypotheses that constitute his theory of second language acquisition. The most notable component of this work, his input hypothesis, claims that learners may only acquire a language by receiving comprehensible input, which enables them to understand the intended message (Krashen, 1985).

Furthermore, he defined comprehensible input as language input, whether it be oral or written, that is slightly beyond the learners’ current proficiency level but still understandable. Krashen used the phrase “i+1”, to represent comprehensible input where “i” is the current level of the learner’s proficiency and “+1” is the added degree of difficulty that extends just beyond the learner’s current level. As an instructional strategy, teachers may utilize comprehensible input to scaffold language learners’ understanding of new texts provided in the classroom. This approach emphasizes the role of context, visuals, simplified language, and interactive activities in the learning process and supports multilingual learners to understand most of the language presented. Learners should be able to understand the overall meaning of the input, but they may be challenged to understand everything. The teacher’s ability to make new texts comprehensible at the appropriate level of difficulty is essential and depends on their own understanding of the individual learner’s reading proficiency.

In particular, the World-Class Instructional Design and Assessment (WIDA) consortium established English Language Development standards for K -12 multilingual learners that aim to connect language development (listening, speaking, reading, and writing) with learning of academic content (language arts, science, math, and social studies). To assist teachers with implementing these standards, WIDA created Can Do Descriptors that are helpful for determining students’ reading proficiency levels,

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because they “describe what learners can do with language across different content areas” (WIDA, n.d.). For example, three essential reading skills as determined by WIDA include the learners’ ability to process recounts, process explanations, and process arguments. The Can Do Descriptors spell out specifically what learners should be able to do to achieve these functions at each proficiency level. Figure 1 illustrates what this looks like at the secondary level for processing explanations, which may serve to guide teachers as they attempt to increase the comprehensibility of new reading sources presented to multilingual learners. Here, it is important to note that proficiency scores between Level 1 and Level 2 typically refer to newcomers, students who have recently arrived in the U.S., and a proficiency of 4.8 is required for a student to exit EL classification in Oklahoma (OSDE, 2021). Therefore, the comprehensible input strategies described here are most relevant for multilingual students with proficiency scores between 1 and 4.8.

Figure 1 WIDA Can Do Descriptors for Secondary Reading

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Creating Comprehensible Reading Sources with AI The next logical step is to consider how to leverage various AI tools to help teachers with creating comprehensible reading sources. Using the short story provided in Appendix A as an example, “Joy” written by Anton Chekhov, the following sections provide an overview of three key strategies for increasing comprehensibility of reading sources for multilingual learners: text simplification, text summarization, and text translation.

Text Simplification AI tools provide text simplification by simplifying complex words, phrases, or sentences to reduce the overall syntactic complexity of the text. This may be achieved by replacing words or phrases and restructuring or shortening sentences. Most notably, some text simplifiers use readability metrics, such as the Flesch-Kincaid Grade Levels (Kincaid et al., 1975), to assess the original text and determine the readability of the simplified text.

Making texts more understandable and accessible is especially beneficial for multilingual students who may require additional scaffolding. Several free and easy-to-use AI tools with text simplification capabilities include ChatGPT, Diffit for Teachers, MagicSchool.ai, QuillBot, Readable.com, and Rewordify.com. Although each of these tools operates slightly differently, they all aim to simplify texts while maintaining their original meaning and meeting the needs of the intended readers.

MagicSchool.ai and Diffit for Teachers, for example, offer a text leveler option that allows the teacher to select a specific grade level for the simplified text. This would serve as an easy-to-use tool to lower the readability for multilingual learners. In addition to simplifying the text level, Diffit for Teachers also generates vocabulary lists, multiple choice

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and open-ended questions, and images that would increase comprehensibility of the text.

Alternatively, Readable.com employs readability formulas to determine if the output is likely to be understood by the intended reader. See Figure 2 for a detailed example of the readability analysis provided by Readable.com, including the Flesch-Kincaid Reading Level and the Gunning Fog Index, which the AI uses to simplify the text as indicated by the user.

Figure 2 Readable.com Analysis of Readability

Last, the tools that require a user prompt, such as ChatGPT and QuillBot, afford the user an opportunity to further fine tune the simplified text by specifying that AI avoid difficult verb tenses, replace overly sophisticated vocabulary, use clear topic sentences, or any other user-generated command. By entering a simple prompt, “Rewrite this story in a way that…”, teachers can simplify texts such that they become more comprehensible for multilingual learners of varying academic needs and reading proficiency levels.

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Text Summarization AI tools that provide text summarization operate by extracting important sentences from the original text to create a simple and coherent summary which reduces the amount of text provided to the reader while attempting to maintain the overall context. Three free and easy-to- use AI tools with text summarization capabilities include MagicSchool.ai, QuillBot, and ChatGPT. MagicSchool.ai and QuillBot have built-in text summarizer tools, which allow the user to simply select the summarizer option, copy and paste the original text, and determine the desired length of the summary. Figure 3 depicts the graphic user interface for the MagicSchool.ai text summarizer.

Figure 3 MagicSchool.ai Text Summarizer

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Using the short story, “Joy,” provided in Appendix A as the initial text, below is an example of a one-paragraph summary generated by MagicSchool.ai: Mitya Kuldarov returns home late at night, bursting with excitement. He announces to his astonished parents and siblings that his name has been published in the newspaper, making him known throughout Russia. Mitya is overjoyed by this recognition and runs around the house in sheer happiness. He shows his family the article, which describes how he got into an accident while intoxicated and was examined by a doctor. Mitya plans to share this news with his friends and rushes out of the house, wearing a cap adorned with a cockade, ready to share his newfound fame.

While MagicSchool.ai and QuillBot provide preset options for summarizing texts, ChatGPT requires users to enter a prompt to achieve the same outcome. A benefit for teachers using ChatGPT to generate summaries is that they can specify the nature of the summary provided by adding further details, such as those discussed in the section for text simplification. The summary below is from the same short story using the prompt, “Provide a one-paragraph summary of the following text:” Mitya Kuldarov bursts into his parents' home, jubilant and disheveled, announcing his newfound fame. Overwhelmed by excitement, he reveals that an incident involving him has been published in the newspapers, making him known throughout all of Russia.

Despite his family's confusion, Mitya proudly presents the newspaper article detailing an event where he, in an intoxicated state, fell under a horse-drawn sled. The incident, though not serious, has garnered attention, and Mitya ecstatically shares the news with his family, expressing his delight at being recognized in the media. With a copy of the paper in hand, he plans to visit acquaintances to showcase his newfound celebrity status, adorned in his cap with a cockade, symbolizing his joy and triumph.

Text Translation Last, AI tools that provide text translation automatically translate text from one language to another as requested by the user. Free AI tools that offer translation between English and other languages include Bard, ChatGPT, Diffit for Teachers, MagicSchool.ai, and QuillBot. To increase text comprehensibility, this may be done for specific words or entire texts. Using one of the AI tools listed here, teachers only need to input the text and select or prompt AI to generate the desired language for output. Figure 4 demonstrates what this would look like in QuillBot. The other AI tools offer similar affordances with varying forms of graphic user interfaces.

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Figure 4 QuillBot’s Graphic User Interface

Alternatively, if seeking translations for single words, teachers might prompt AI, such as ChatGPT, with a question, “What are the Spanish cognates in the following text?” Again, using the short story “Joy” and in response to this query, ChatGPT generated the list and explanations below: "delighted" - "deliciado" (similar meaning, same root) "excited" - "excitado" (similar meaning, same root) "registration" - "registración" (similar meaning, same root) "newspapers" - "periódicos" (identical meaning) "published" - "publicado" (similar meaning, same root) "intoxicated" - "intoxicado" (identical meaning) "condition" - "condición" (identical meaning) "incident" - "incidente" (identical meaning) "medical" - "médico" (identical meaning) "aid" - "ayuda" (identical meaning) "serious" - "serio" (identical meaning) "reported" - "reportado" (similar meaning, same root) "paper" - "papel" (identical meaning) "run" - "correr" (identical meaning) "goodbye" - "adiós" (identical meaning) Providing multilingual readers with this list of cognates, whether in-text or otherwise, would make it easier for Spanish speakers to understand their meaning in the context of the reading source. However, it is also important to note that AI is not infallible. In the

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cognate list above, not all of the words are actual cognates. In addition, AI may face challenges with idiomatic expressions, context-dependent translations, and specialized vocabulary (Almaaytah, 2022) Conclusion In conclusion, this article underscores the potential for teachers to leverage various AI tools to increase the comprehensibility of reading sources in support of multilingual learners. By discussing the inherent strengths of some readily available AI tools, along with explicit instructions for how to use them, I want to equip educators with the knowledge and skills to proactively engage in scaffolding multilinguals’ reading practices. Last, I want to encourage teachers, new and experienced, to simply experiment with the AI tools available. Start by creating an account, input texts that you frequently use in the classroom, and see what modifications you can achieve to increase the comprehensibility of the original texts. As Krashen (1985) notes, providing comprehensible input is an essential component of a multilingual learner’s reading development process.

References Almaaytah, S. A. (2022). Translation of Idiomatic Expressions from Arabic into English using AI (Artificial Intelligence). Journal of Positive School Psychology, 8839-8846.

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. lournal of AI, 7(1), 52-62. http://dx.doi.org/10.61969/jai.1337500 Firat, M. (2023). How chat GPT can transform autodidactic experiences and open education.

Open Science Forum preprint. Retrieved from https://osf.io/preprints/osf/9ge8m.

Kincaid, J. P., Fishburne Jr, R. P., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new readability formulas (automated readability index, fog count and flesch reading

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ease formula) for navy enlisted personnel. For Navy Enlisted Personnel. Institute for Simulation and Training. 56. https://stars.library.ucf.edu/istlibrary/56 Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.

Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9). http://dx.doi.org/10.3390/educsci13090856 National Center for Education Statistics (NCES). (2023). English learners in public schools.

Condition of Education. U.S. Department of Education, Institute of Education Sciences.

Retrieved from: https://nces.ed.gov/programs/coe/indicator/cgf.

Oklahoma State Department of Education (2021). EL and non-EL bilingual identification process guidance. Retrieved from https://sde.ok.gov/sites/default/files/EL%20%26%20NonEL%20Bilingual%20Process%20Guidance%20FINAL%20with%20correction_0.pdf.

Pawan, F., & Ortloff, J. H. (2011). Sustaining collaboration: English-as-a-second-language, and content-area teachers. Teaching and Teacher Education, 27, 463-471. http://dx.doi.org/10.1016/j.tate.2010.09.016 WIDA (n.d.). Can do descriptors. Retrieved December 15, 2023 from https://wida.wisc.edu/teach/can-do/descriptors

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Appendix A Short story - “Joy”

By Anton Chekhov Available at https://reluctantreaderbooks.com/short-stories-for-high-school/ It was twelve o'clock at night. Mitya Kuldarov, with excited face and ruffled hair, flew into his parents' flat, and hurriedly ran through all the rooms. His parents had already gone to bed. His sister was in bed, finishing the last page of a novel. His schoolboy brothers were asleep. "Where have you come from?" cried his parents in amazement. "What is the matter with you? "Oh, don't ask! I never expected it; no, I never expected it! It's . . . it's positively incredible!" Mitya laughed and sank into an armchair, so overcome by happiness that he could not stand on his legs. "It's incredible! You can't imagine! Look!" His sister jumped out of bed and, throwing a quilt round her, went in to her brother.

The schoolboys woke up. "What's the matter? You don't look like yourself!" "It's because I am so delighted, Mamma! Do you know, now all Russia knows of me! All Russia! Till now only you knew that there was a registration clerk called Dmitry Kuldarov, and now all Russia knows it! Mamma! Oh, Lord!" Mitya jumped up, ran up and down all the rooms, and then sat down again. "Why, what has happened? Tell us sensibly!" "You live like wild beasts, you don't read the newspapers and take no notice of what's published, and there's so much that is interesting in the papers. If anything happens it's all known at once, nothing is hidden! How happy I am! Oh, Lord! You know it's only celebrated people whose names are published in the papers, and now they have gone and published mine!" "What do you mean? Where?" The papa turned pale. The mamma glanced at the holy image and crossed herself. The schoolboys jumped out of bed and, just as they were, in short nightshirts, went up to their brother. "Yes! My name has been published! Now all Russia knows of me! Keep the paper, mamma, in memory of it! We will read it sometimes! Look!" Mitya pulled out of his pocket a copy of the paper, gave it to his father, and pointed with his finger to a passage marked with blue pencil. "Read it!" The father put on his spectacles. "Do read it!"

The mamma glanced at the holy image and crossed herself. The papa cleared his throat and began to read: "At eleven o'clock on the evening of the 29th of December, a registration clerk of the name of Dmitry Kuldarov . . ." "You see, you see! Go on!" ". . . a registration clerk of the name of Dmitry Kuldarov, coming from the beershop in Kozihin's buildings in Little Bronnaia in an intoxicated condition. . ." "That's me and Semyon Petrovitch. . . . It's all described exactly! Go on!

Listen!" ". . . intoxicated condition, slipped and fell under a horse belonging to a sledge-driver, a peasant of the village of Durikino in the Yuhnovsky district, called Ivan Drotov. The frightened horse, stepping over Kuldarov and drawing the sledge over him, together with a Moscow merchant of the second guild called Stepan Lukov, who was in it, dashed along the street and was caught by some house-porters. Kuldarov, at first in an unconscious condition, was taken to the police station and there examined by the doctor. The blow he had received on the back of his head. . ." "It was from the shaft, papa. Go on! Read the rest!" ". . . he had received on the back of his head turned out not to be serious. The incident was duly reported. Medical aid was given to the injured man. . . ." "They told me to foment the back of my head with cold water. You have read it now? Ah! So you see. Now it's all over Russia! Give it here!" Mitya seized the paper, folded it up and put it into his pocket. "I'll run round to the Makarovs and show it to them. . . . I must show it to the Ivanitskys too, Natasya Ivanovna, and Anisim Vassilyitch. . . . I'll run! Good-bye!"

Mitya put on his cap with its cockade and, joyful and triumphant, ran into the street.

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Dr. Joe Terantino is an associate professor of Second Language Education and English Language Learning and Stella V. Andersen Endowed Professor in Secondary Education. He is passionate in his support for public education and dedicates his work to assist language teachers and teachers of English learners. His research focuses on online teaching and learning, the meaningful integration of artificial intelligence in language teaching and learning, and the development of students' intercultural competence.

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Educational Research Reflecting toward Revision of Use of a Graphic Novel Protocol for Teachers in a Professional Development

by Barbara McClanahan, Maribeth Nottingham, and Katheryn Shannon Introduction and Literature Review Although graphic novels have gained greatly in popularity among young readers over the last two decades, and even though more teachers express interest in them for their students and are curious as to why their students are so taken with them, we, the authors, as teacher educators are still hard pressed to find them used in classrooms we observe and this finding is reported by other researchers (Jaffre & Hurwich, 2019; Laycock, 2019). Many teachers are still under the mistaken impression that graphic novels are not “real literature,” that graphic novels are just for struggling readers or English Learners, or that they do not have the skills to teach with graphic novels (Clark, 2013; Jaffre & Hurwich, 2019; Krashen, 2004; Lapp et al., 2012; Laycock, 2019; Monnin, 2010).

For the last seven years we have been working to make more teachers aware of the benefits of graphic novels in the classroom, to help boost their confidence in using them, and to develop greater awareness of the wide range of graphic novels available to support real learning (McClanahan & Nottingham, 2018, 2019; Nottingham, McClanahan, & Atkinson, 2022). We have done many presentations and professional developments of varying lengths attempting to address these issues and developed a Facebook page for teachers called GNAT (Graphic Novels and Teachers). As we prepared to do our first 4-day professional development (PD) in 2022, we also developed a thinking tool that we hoped would help teachers as they consider thoughtfully whether a specific graphic novel might meet their needs for a particular lesson. We called the tool the Graphic Novel Instructional Planning Protocol or GNIPP.

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GNIPP and Its Development In 2022, we became aware of an article written by Amy Hutchison and Lindsay Woodward (2014). Hutchison and Woodward’s focus was on using technology appropriately and effectively in the classroom, and they had developed a thinking tool which they called the “Technology Integration Planning Cycle.” As we studied this tool, it occurred to us that the process they were asking students to follow to evaluate how to use a specific technology tool was very similar to what teachers needed to do to evaluate a graphic novel that they were interested in using for teaching purposes. We reached out to the authors and received permission to adapt their tool for our purposes, and the result was the GNIPP. The GNIPP is represented as a circle that teachers work their way through from the top, moving to the right around the circle and back to the top again. (See Figure 1.) The question at the top is “What is the instructional goal?” Given the current emphasis on meeting standards (Darling-Hammond, 2004; Martin, 2016), the design of the Technology Integration Planning Cycle designed by Hutchison and Woodward (2014), and because it is in line with our emphasis as teacher educators on making sure teachers develop clear goals for their teaching, we feel this is indeed the place to start. We want to avoid the scenario where teachers find a graphic novel they like and attempt to force it to fit into a lesson whether it lends itself to the goal of the lesson or not.

As we move to the right on the GNIPP circle, the question is “How do I want to engage the students?” Hutchison and Woodward (2014) call this section “Instructional Approach,” and this is really the focus. This question requires the teacher to think about the students and what motivation would be necessary to elicit engagement. It is not a given that simply using a graphic will automatically provide motivation for engagement while some students are already graphic novel readers, there are students who don’t think they like graphic novels, and even those who do like them often do not truly understand how to read them (Boerman-Cornell et al., 2017; Carter, 2015; Cook, 2017; Jimenez & Meyer, 2016; Meyer & Jimenez, 2017). It requires the teacher to make pedagogical decisions as to how the lesson will be structured, considering students’ prior experience with graphic novels (Hutchison & Woodward, 2014).

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Figure 1 Graphic Novel Instruction Planning Protocol

Moving around to the lower portion of the GNIPP, this question is presented: “Is there a graphic novel that will offer an entry to the topic, explanation of the topic, application of the topic, or extension of the topic?” Hutchison and Woodward (2014) call this section “Contribution to Instruction,” and this is really what we are trying to determine regarding a potential graphic novel being considered for a lesson. At this point, that teacher must honestly evaluate whether the graphic novel being considered does any one of the four things identified in the question. If the text under consideration will not be useful in doing so, the text should be rejected. It may be a great book, but if it does not meet at least one of these basic instructional requirements, it is not the right text for this lesson. The teacher should abandon this graphic novel, should locate another text which may or may not be a graphic novel, and think through these steps with the new text.

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If, however, it is determined that the graphic novel can indeed support the instructional goal in at least one of the four ways mentioned above, there is still another question to ask: “What aspect of graphic novel use might hinder student learning?” Hutchison and Woodward (2014) use the term “Constraints” for this aspect of the Cycle; we want to emphasize that the very nature of the graphic novel format may get in the way of learning for some students. For example, no method has yet been devised and found through research to permit us to clearly determine the appropriateness of a given graphic novel for a particular age, or reading level, of a student.

Therefore, one area to consider is whether either the words (vocabulary) may be too challenging or the images may require a level of inference beyond the students’ ability. After considering the graphic novel in light of potential hindrances such as this, the teacher must decide whether those hindrances can be overcome, perhaps through scaffolding. If the answer is yes, the teacher will then incorporate those scaffolds into the lesson plan. However, if they cannot, then again, it is time to abandon this text and look for another.

If the graphic novel survives these two hurdles on the GNIPP, the teacher then uses the graphic novel in the lesson plan designed to meet the instructional goal from the beginning of the GNIPP. The teacher, however, should be alert to any unanticipated problems in using the graphic novel, reflect on those problems, brainstorm solutions, and perhaps try it again with adjustments.

In other words, we don’t suggest that the teacher abandon the idea because it didn’t go as planned the first time. This last process is again modeled on Hutchison and Woodward’s (2014) work.

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Once the GNIPP was developed in theory, we designed a lesson planning form that a teacher could follow to learn how to think through the process. (See Figure 2.) We were hopeful that this lesson planning tool, designed to follow the GNIPP process, would be helpful for teachers new to graphic novels to think through how and whether a particular graphic novel should be used in their lesson planning. Thus, when we introduced it in the 4-day professional development in 2022, we did so with this research question in view: Can teachers new to graphic novels utilize the GNIPP to overcome the stigma and/or lack of agency they feel when attempting to incorporate graphic novels into a lesson plan?

Methods Designed-Based Research (DBR) seemed to be the appropriate lens through which to approach this research question. The intervention, that is, the introduction and use of the GNIPP, was conducted as a non-experimental study focused on how participants utilized the information presented to them. As the participants responded, the researchers adjusted the procedures to address issues, concerns, or problems that arose. This ongoing flexibility is the heart of DBR (Anderson & Shattuck, 2012; Brown, 1992; Philippakos et al., 2021).

Participants and Procedures The initial participants who volunteered to be part of a 4-day professional development/workshop were 18 practicing teachers and 2 pre-service teachers. Among the practicing teachers, 4 had taught three years or less, 6 had taught between four and nine years, 5 had taught from ten to twenty years, and 3 had taught for more than twenty years.

At least a third of the group were seasoned teachers. They were overwhelmingly White and female, although two were male and two indicated race or ethnicity other than White. Fifteen reported teaching in a rural or small town area; of the remainder, two reported teaching in a midsized city, two in a suburban area, and one in an urban area.

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Figure 2 Graphic Novel Instructional Planning Protocol Lesson Planning Tool GRAPHIC NOVEL INSTRUCTIONAL PLANNING PROTOCOL (GNIPP) Lesson Planning Tool Inspired by the Technology Integration Planning Cycle (Hutchison & Woodward, 2014)

What is the essential question?

What is the instructional goal for this lesson?

Standards Objectives How do I want to engage the students?

Strategies Motivation Activities Is there a graphic novel that will…

Offer an entry to the topic Explanation of the topic Application of the topic Extend the topic What aspect of the graphic novel use might hinder student learning?

Hindrances can be addressed by…

Hindrances cannot be addressed…

Hindrances cannot be overcome…

Teach it!

Reflect Revise Reteach 23

The workshop began at 9 on Monday with both morning and afternoon sessions, and it ended on Thursday afternoon for a total of eight sessions. The workshop presentations included detailed information about graphic novels, their potential in the classroom, how they can link to many subject areas including science, social studies, English language arts, math, technology, culinary arts, and others. Two presentations were planned in detail to focus specifically on the GNIPP and its use, including a modeled example. Participants were exposed to a wide and large collection of graphic novels and given opportunities to peruse them. Numerous activities, often collaborative, offered participants opportunities to personally engage with the content. Participants were asked to complete a reflection on the workshop Padlet at the end of each morning and afternoon session, except for Thursday morning. To conclude the workshop, participants were asked to begin designing a lesson plan around a graphic novel of their choice utilizing the GNIPP to think through the process. This lesson plan was to be completed on their own and emailed to the presenters two weeks later. Certificates of completion were offered only to those who submitted a lesson plan. Of the 21 participants, only 19 submitted lesson plans.

At the beginning of the workshop, participants completed a brief survey; data from this survey provided information about the demographics of the participants. Data was also provided through the twice-daily Padlet reflections. Additional relevant comments were found in the post survey, and added to the analysis. Finally, the lesson plans themselves were reviewed as data.

Data Analysis All reflection comments were printed out, cut apart, and sorted by the researchers working together into two categories, those that seemed to be related to the research question and those that were clearly not. The researchers then reviewed the comments in the second category, sorting into 5 subcategories: (1) comments that indicated serious

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interest in using graphic novels but lacked specific intention or lesson application, (2) comments containing fairly specific plans for implementation of graphic novels, (3) comments related to the lesson plan participants were asked to complete and submit, (4) comments discussing the GNIPP specifically, and (5) comments concerning the intention to use literature circles as a strategy in their future teaching. The researchers determined that only the third and fourth subcategories had a direct enough connection to the research question to be useful in answering it. Thus, for our purposes in this article, only comments related specifically to the lesson plan and comments addressing the GNIPP itself were considered.

Researchers used the categories of the GNIPP to develop a rubric to analyze the lesson plans, which they piloted on two of the 19 lesson plans. This resulted in a realization that the rubric needed to be revised slightly to more accurately describe the participants’ lesson plans. When researchers used the revised rubric to individually evaluate all 19 lesson plans, they were able to determine that only four of the rubric components truly addressed the research question. Those four components were as follows: (a) Did participant use GNIPP form accurately and completely? (b) Was text used a graphic novel? (c) Did the participant discuss valid potential hindrances to using a graphic novel in the lesson? and (d) Did participant propose appropriate resolution of hindrances that leads logically to a decision to use graphic novel? They then compared rubrics to determine rater reliability on the four components that were related to the research question. Reliability initially was 91.45%. After discussion among the researchers, reliability was raised to 100%.

Findings For the purpose of this article, only a portion of our findings were based on the participants' lesson plans. The important aspect of analyzing the data from the lesson plans and open-ended comments that were posted on Padlet twice each day was to measure the effectiveness of the protocol. Would it truly aid the participants in planning their lessons?

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Participant comments directed specifically at the GNIPP suggested that participants were generally open to using the protocol in the planning process. There were a total of 33 comments related in some way to the lesson planning process. However, only 3 of the 21 participants reflected using the term GNIPP. One participant stated, “The GNIPP process gives a helpful framework to examine how Graphic Novels can be successfully used in the classroom.”

Another shared, “This morning the coverage of the lesson plan using GNIPP was excellent. I felt like using the GNIPP in this way allows for a great lesson plan. The thoroughness of this resource allows you to . . . follow [the standards] and find a way to meet the students where they are at. I feel like this presentation gives us concrete foundational tools that allow us to improve our teaching.”

Thirty comments were directed toward lesson planning, using the graphic novel, or general comments about the planning process. Some comments addressed struggles participants experienced in using the GNIPP to construct their lesson. For example, one participant stated, “I am struggling a bit with the lesson plan. I want to use the graphic novel version of “The Scarlet Letter” but I’m not sure exactly what I want to have students to do with it.” Another participant commented, “The thing I took most from the afternoon session was being able to vocalize some of the concerns we had with the [graphic novel] lesson planning.” Some shared that the process was refreshing their understanding of lesson plan components: “I was also reminded about the importance of including all of the essential components in the objective to give students and practitioners a crystal clear pathway to the learning outcomes.” Still others

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shared their appreciation for the guidance they received from presenters and/or peers: “We’ve worked on our lesson plans and gotten some excellent advice/guidance for those lesson plans.”

If we had depended solely on our review of participants’ comments regarding their use of the GNIPP for lesson planning, we might have been misled to think the GNIPP was successful. However, analysis of the participants’ lesson plans told a different story.

The four categories from the lesson plan rubric were chosen by the researchers to help them see whether the participant’s lesson plan indicated that use of the GNIPP was effective in evaluating a graphic novel for use in a lesson plan. Analysis of these four components suggested either a participant’s lesson plan demonstrated agency with use of the GNIPP or lacked agency with the GNIPP. Under these parameters, only eight of the nineteen participants demonstrated a competent level of agency in lesson planning for graphic novels.

Discussion and Conclusions Generally, participants ranged from enthusiastic to compliant in their attitude toward using the GNIPP. However, as some participants began working on their lessons they encountered a disconnect between what we anticipated/expected and their background knowledge for lesson planning. As we reviewed the comments, we found these examples of their frustration. “Today has been extremely frustrating for me on the lesson plan,” one participant shared. Another one stated, “As an alternatively certified Special Education teacher, I still struggle with the lesson plan process.

I hope to get more help with that as we progress.” This comment, and the fact that over half of the lesson plans showed that the teachers lacked agency in developing lesson plans utilizing graphic novels, led us to consider whether this was an issue especially for alternatively certified participants or might be a problem for some of the experienced teachers as well. Other comments that seemed to support this concern were:

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I appreciate the help on my objective. I am still learning those and learned to not over think them.

The feedback on the lesson planning process was SO helpful, since this often looks different in different settings. Thank you for your responsive decision to address this.

I like working on the lesson plan because that is something I need more practice with as well as building objectives.

The lesson plan is worrying me a little, because of the use of graphic novels being implemented.

I've never had to be this in depth with a lesson plan before, so any suggestions are welcome! Thank you!

We as teacher educators were shocked by the lack of lesson planning knowledge let alone expertise, exhibited by the participants in their lesson plans. This did not seem to have anything to do with experience; the inability to utilize the basic lesson components of the GNIPP crossed over all experiential ranges. None of them were shown to be experts at lesson planning. We gave some thought to possible causes for this occurrence. We considered the trend toward mandated and often scripted curricula that many districts have implemented to meet accountability standards.

Another part of the problem may be that four days is simply not long enough to help them make the paradigm shift to consider using what they already know, strategies they already have, to teach a new format (graphic novel) that can adapt to any genre. The following comment drove this point home: “I am realizing that creating effective lesson plans for graphic novels will require different strategies and tactics than using full text novels. I will need to teach my students how to evaluate graphic novels. I believe using these types of books will 'hook' some of my reluctant scholars into reading, evaluating, and higher level thinking.” This participant clearly missed one of the main points in the PD–that although the format of the

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text was different, experienced teachers can use the strategies they already have in their “toolbox” to teach from them and with them.

Although the comments were very encouraging to us, we were very disappointed in the lesson plans as evidence that the four days were not as effective as we had hoped for. We were disappointed that the participants were unable to use the GNIPP to guide them in selecting a graphic novel or designing a viable lesson. However, these results gave us insight into future approaches to support teachers willing to understand the role graphic novels can play in their classrooms.

Implications and Future Research Our research question asked “Can teachers new to graphic novels utilize the GNIPP to overcome the stigma and/or lack of agency they feel when attempting to incorporate graphic novels into a lesson plan?” The answer may be, not yet. It was clear to us from our findings that the GNIPP lesson planning form itself needed to be reviewed for possible redesign. Beyond that, we as PD presenters need to rethink the training process for using the GNIPP. These two conclusions will be our goals moving forward.

In addition, we now know that we cannot assume that all teachers have a deep knowledge of the lesson planning process. If teachers lack agency with developing basic lesson plans, the question regarding use of graphic novels in them is premature. This suggests that it will be necessary to begin future PDs by assessing participant knowledge and understanding (agency) of lesson planning, as well as gaining insight into their knowledge of graphic novels and adjust our presentations accordingly. We still believe the GNIPP can be a valuable tool for teachers and will continue revising the tool itself and how we present it to help more teachers discover good ways to use good graphic literature in their classrooms. We also feel that a knowledge of this

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process would be valuable to anyone presenting professional development that involves lesson planning, as well as to teachers in the classroom setting.

References Anderson, T., & Shattuck, J. (2012). Designed-based Research: A decade of progress in education research? Educational Researcher, 41(1), 16-25.

Boermann-Cornell, W., Kim, J., & Manderino, M. (2017). Graphic novels in high school and middle school classrooms: A disciplinary literacies approach. Rowman & Littlefield.

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.

Carter, J. B. (2015). PIM Pedagogy: Toward a loosely unified model for teaching and studying comics and graphic novels. SANE journal: Sequential Art Narrative in Education, 2(1). Retrieved from http://digitalcommons.unl.edu/sane/vos2/iss1/4 Clark, J.S. (2013). “Your credibility could be shot”: Preservice teachers’ thinking about nonfiction graphic novels, curriculum decision making, and professional acceptance. The Social Studies, 104, 38-45. doi:10.1080/00377996.2012.665957 Cook, M.P. (2017). Now I “see”: The impact of graphic novels on reading comprehension in high school English classrooms. Literacy Research & Instruction, 56, 21-53.

Darling-Hammond, L. (2004). Standards, Accountability, and School Reform. Teachers College Record, 106(6), 1047-1085.

Hutchison, A., & Woodward, L. (2014). A planning cycle for integrating digital technology into literacy instruction. The Reading Teacher, 67, 455-464.

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Jaffe, M., & Hurwich, T. (2019). Worth a thousand words; Using graphic novels to teach visual and verbal literacy. Jossey-Bass.

Jimenez, L.M. & Meyer, C.K. (2016). First impressions matter: Navigating graphic novels utilizing linguistic, visual, and spatial resources. Journal of Literacy Research, 48, 432-447.

Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Heinemann.

Lapp, D., Wolsey, T. D., Fisher, D., & Frey, N. (2012). Graphic novels: What elementary teachers think about their instructional value. Journal of Education, 192(1), 23-35.

Laycock, D. (2019). Pilgrims in a foreign land: Teachers using graphic novels as classroom texts. Scan 38(2). Retrieved from https://education.nsw.gov.au/teaching-andlearning/professional-learning/scan/past-issues/vol-38,-2019/pilgrims-in-a-foreignland- teachers-using-graphic-novels-as-classroom-texts Martin, M. (2016, August). School Accountability Systems and The Every Student Succeeds Act. The Hunt Institute’s re:Vision. The Hunt Institute.

McClanahan, B. J. & Nottingham, M. (2018). Searching for graphic novels in literacy texts.

In L. A. Sharp, E. Hendrix, L. M. Juarez, Eds., Connections in the community: Fostering partnerships through literacy: Texas Association for Literacy Education (TALE) Yearbook, Volume 5, 35-44.

McClanahan, B. J., & Nottingham, M. (2019). A suite of strategies for navigating graphic novels: A dual coding approach. The Reading Teacher, 73, 39-50. doi: 10.1002/trtr.1797 Meyer, C.K., & Jimenez, L.M. (2017). Using every word and image: Framing graphic novel instruction the Expanded Four Resources Model. Journal of Adolescent & Adult Literacy, 61, 153-161. doi: 10.1002/jaal.666

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Monnin, K. (2010). Teaching graphic novels: Practical strategies for the secondary ELA classroom. Maupin House.

Nottingham, M., McClanahan, B. J., and Atkinson, H. (2022). “Evaluating a Suite of Strategies for Reading Graphic Novels: A Confirmatory Case Study,” SANE journal: Sequential Art Narrative in Education: Vol. 2: Iss. 7, Article 2. Available at: https://digitalcommons.unl.edu/sane/vol2/iss7/2 Philippakos, Z. A., Howell, E., & Pellegrino, A. (Eds.) (2021). Design-based research in education: Theory and applications. Guilford.

Barbara J. McClanahan retired in May of 2024 after having taught for the ELED faculty of Southeastern Oklahoma State University on the McCurtain County Campus for over 16 years. Her bachelor’s degree in History and English was earned at Texas Tech and her master’s degree and doctorate at Texas A&M-Commerce. She recently served a three-year term as co-editor of the Oklahoma Reader and is currently President of the Association of Literacy Educators and Researchers.

Mary Elizabeth (Maribeth) Nottingham received her doctorate from Texas A&M University- Commerce.

She has been part of the faculty at Southeastern Oklahoma State University in the Education and Instructional Leadership since 2012. She is an associate professor, student teacher mentor, and head of the Early Childhood program for Southeastern. For the past 3 years Maribeth has been part of a Graphic Novel Research Team that has presented at National and State level conferences, and also provided on going professional development for teaching with Graphic Novels in the classroom. The team has also written articles, a chapter, and are co-admins in a Facebook based Professional Learning Network (GNAT) on the subject of Graphic Novels.

Katheryn (Kate) Shannon received her Ph.D. from the University of Oklahoma. She serves as Associate Professor at Southeastern Oklahoma State University teaching preservice teachers to use educational technologies and supporting graduate students’ attainment of Master’s degrees in Curriculum and Instruction since 2018. Kate supports STEM education through Upward Bound and Oklahoma Summer Academies programs. Kate joined the Graphic Novel Research Team in 2021, facilitating professional learning opportunities, podcasts of book club meetings, researcher roundtable discussions, and author talks, as well as serving as an administrator of the GNAT Facebook Group.

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Educational Research Storybooks that Bring STEAM to Life

by Judith A. Lashley Introduction Was there a book you loved as a child? Maybe you remember the magical illustrations of Where the Wild Things Are. Perhaps the suspense of a good mystery kept your night light on. Did you enjoy Dr. Seuss’ whimsical dialogue? It’s fun to reminisce about our cozy feelings sitting in a grandparent’s lap while a familiar book was read. But most likely, you remember the story of a favorite book.

Humans respond to stories because we see ourselves in the story: we form connections and have empathy for the thoughts, fears, triumphs, and feelings of the characters. Imagining ourselves in the story prompts and forms memories. Children especially place themselves into stories and form perceptions of themselves as they relate to the story’s message. Stories… “allow us to explore imaginary worlds, visualize characters and settings, and engage in empathetic problem-solving. Through the stories we read, we gain knowledge, inspiration, and a plethora of perspectives that enrich our creative thinking” (Kids Picture Book Review, 2023, p. 1). This article demonstrates that stories (fiction and nonfiction) inspire our imagination, creativity, and empathy, which makes a storybook uniquely suited to enrich the STEAM problem-solving process.

How can storybooks bring STEAM to life?

STEM (an acronym that refers to Science, Technology, Engineering, and Math) is an approach to learning that integrates math and/or science content knowledge to engineer technology to solve real-world problems. Adding Art to the process (STEAM), provides the creative component that shows “students how science, math, and technology can affect the world

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in which they live” (STEM School). To solve real-world problems, our students must rely both on hard skills (technical knowledge) and soft skills like imagination, compassion, and creativity: the STEAM design process utilizes both hard and soft skills. Soft skills are formed through experiences: “Research tells us that children’s early experiences build brain architecture and lay the foundation for one’s lifelong thinking skills and approach to learning, both critical roots of STEM success” (Hadani, et al., 2018, p. 1). One way to provide the experiences that prompt the empathy and critical thinking skills needed to solve problems is through the imagination of storybooks. “Storybooks center on specific characters who work to resolve a conflict or problem” (Morgan, 2017, p. 5). Another example is using the STEAM process to solve a problem for a character in a children’s book, “such as designing a house to withstand the big bad wolf” (Mills, 2021, p. 1).

Stories that “shed light on the dispositions that we want to build in our young thinkers, designers, and explorers” (Maslyk, 2017, p. 4) foster determination, flexibility, and collaboration. “STEM stories can serve as models of taking risks, applying knowledge to new situations, and asking questions” (Maslyk, 2017, p. 4). An engaging storybook can spark interest in the challenge faced by the protagonist, or through inspiring biographies provide uplifting examples of innovators who made a difference. When children apply what they are reading to their lives, they are empowered to believe they too can contribute to making the world better, no matter their age or circumstances. Stories can help children form the connection between technical knowledge, compassion, and creativity that leads to problem solving.

Storybooks that bring STEAM to Life There are so many wonderful stories that encourage STEAM thinking in our young learners. Here are a few books that bring STEAM to life.

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Timeless Thomas by Gene Barretta, Square Fish.

Synopsis: Thomas Edison began problem solving when he was just a young boy. With engaging illustrations and clever text, this book is a glowing tribute to a brilliant problem-solver whose inventions - the lightbulb, phonograph, electric pen, cement, among dozens of others - were, and continue to be, life-changing.

How does this story bring STEAM to life?

In Timeless Thomas, our students are inspired by Thomas Edison who spent his life identifying interesting problems and finding innovative, creative solutions that continue to affect our lives today. We can use Thomas as a model for identifying problems: allow your students to pick real-world problems that interest them and are relevant to their lives and then decide what form a project will take. Anne Jolly suggests several tips you might consider as you choose or develop a STEAM problem: Be sure that the problem is authentic. It must be grounded in issues that affect people’s lives and communities. Take a pass on make-believe scenarios (space aliens, cartoon characters, imaginary animals, etc.).

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Keep the problem doable. This project should focus on problems that students can reasonably grapple with, and the knowledge and skills they need to select and test solutions.

Make sure students can relate to the problem. They need to care about this issue. When we apply what the children are learning to their lives, not only does it become relevant, but it also empowers our students to realize that they can make a difference, they can contribute to making the world better, no matter their age or circumstances.

Select problems that allow for multiple acceptable approaches and solutions.

STEM has flexible solutions! Don’t even consider a problem with a single, predetermined approach or a single “right” or “wrong” answer.

Choose a problem grounded in engineering. Remember that students will be using an engineering (creative) process to design and construct solutions for this problem.

The Crayon Man by Natascha Biebow (author) and Steven Salerno (illustrator), Houghton Mifflin Harcourt.

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Synopsis: We all love the vibrant colors of crayons! But crayons weren’t always colorful: they started out as just black. In this true story, Edwin Binney used nature’s beautiful array of colors as inspiration to experiment and create “razzmatazz,” “robin’s egg blue,” “jungle green” among so many other “mauvelous” crayons. His invention provides inspiration to countless imaginative children.

How does this story bring STEAM to life? We want the problems that children address to be relevant and “doable.” The Crayon Man takes a relevant problem (who wants to color with only black crayons?) and applies a practical solution (invent other colors)! A fun, practical application of the STEAM process is to have your students invent their own new color of crayon!

1. Set the oven to 200 degrees Fahrenheit (93 degrees Celsius).

2. Press tin foil into a muffin tin to contain drips while crayons bake.

3. Remove paper wrappers from broken crayons and allow students to “group” certain colors together in the muffin cups to form a new crayon color.

4. Bake crayons for 15 minutes.

The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer (authors) and Elizabeth Zunon (illustrator), Penguin.

Synopsis: William Kamkwamba was only a teenager when he made his dream of bringing life-saving water to his drought-stricken African village come true. Continually

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testing and revising his design, he used his knowledge of math and science to build a functioning windmill out of scraps and trash. This true story illustrates how one boy’s determination, courage, and creativity brought life and hope to his family and village.

How does this story bring STEAM to life? “Caring for” - the empathy that inspires action - is our goal in STEAM! William’s story in The Boy Who Harnessed the Wind can inspire and empower our students to “care for.” When we apply what the children are learning to their lives, not only does learning become relevant, but it also empowers our students to realize that they can make a difference, they can contribute to making the world better: the essence of “caring for.” One way to build that empathy that prompts action is to introduce them - through storybooks - to situations like William’s. Then, find an authentic problem that matters to them, applies to their lives, and use the STEAM process to take action to address that problem.

One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia

by Miranda Paul (author) and Elizabeth Zunon (Illustrator), Scholastic.

Synopsis: Thousands of discarded plastic bags caused a foul health hazard in Africa.

One woman, Isatou Ceesay, decided to take action. She and her friends collected the plastic bags and upcycled them into something new. They not only cleaned their environment, but provided a way for women to support themselves. One Plastic Bag highlights the crisis of plastic pollution and shares the inspiring story of how one woman 38

shares the inspiring story of how one woman transformed her village and the lives of the women who lived there. Isatou demonstrated that one person can inspire change.

How does this story bring STEAM to life?

There are several criteria called the “4Cs” that drive the STEAM process and are skills that are needed in order to succeed in today's world. One Plastic Bag brings STEAM to life by modeling how the “4 C’s” are used to find solutions to a problem.

Collaboration - Students collaborate in teams to identify a problem, and plan a solution.

Creativity: Students are involved in hands-on investigative learning to create and design a solution.

Communication: Students communicate to describe their challenge, explain the pros and cons, and justify their results.

Critical Thinking: Students test, evaluate, improve, and implement their design or product. Failure is a natural part of the design process and prompts an improved or successful solution.

A sample STEAM plan is included: Turning Trash to Treasure: Addressing the Crisis of Plastic Pollution Materials needed: Plastic bag and various used plastic items One Plastic Bag, by Miranda Paul Video, “Your Sneakers are a Part of the Plastic Problem” by National Geographic (https://www.youtube.com/watch?v=TIgeM2JFIWo)

STEAM Plan: WARM UP: SHOW students a plastic bag. ASK:

What do you use plastic bags for?

What have you done with plastic bags once you are done with them?

How many plastic bags do Americans use per year? 100 billion

READ One Plastic Bag. After reading, ASK:

Isatou first saw plastic bags as something useful and beautiful. By the middle of the story, how have her ideas changed? (She sees the plastic bags as ugly.)

What happened to cause her to change her mind? (The goats were eating the plastic bags, dying. The plastic bags were piling in heaps.)

How did Isatou solve the problem of the plastic bags? (She found a way to make something useful out of them.)

WATCH video “Your Sneakers are a part of the plastic problem”(SEE Materials needed).

Collaboration: Our Earth is an incredible, beautiful gift that we must take care of. The problem that we have identified is that non-biodegradable plastic trash is creating a world-wide pollution problem.

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Creativity: Your design challenge is to turn trash into treasure! You will collaborate to upcycle plastic items that have already been used. Upcycling benefits the earth’s environment by reducing the pollution of air, land and water in the processing of new goods – as well as saving natural resources from being used. It also reduces excess waste in landfills. Designers and engineers always have desired features or outcomes (criteria) in mind when designing solutions to problems or challenges. Our upcycled design challenge . must be of higher value than the used materials it is made of, must be useful (not for single-use only), and must be simple enough for someone else to make.

Designers and engineers also have to work within constraints which are typically limits on time, materials, and money. The plastic materials used in our upcycle design challenge

must be used (not new), and cleaned before creating the product, and the design must be completed by the due date.

Communication: each small group will brainstorm and analyze the pros and cons of their design and justify their results. Small groups share the results of their analysis.

Critical Thinking: Students will test, evaluate, improve, and implement their project.

REFLECT and APPLY: In One Plastic Bag, Isatou addressed the crisis of plastic pollution and transformed her village and the lives of the women who lived there. One person - like you - can make a true difference!

Conclusion: Stories help children form connections between technical knowledge, creativity, empathy, collaboration, and critical thinking: dispositions that lead to problem solving.

Storybooks can thus serve to model the risk-taking, determination, compassion, and cooperation inherent in the STEAM approach to learning that solves real-world problems.

Storybooks bring STEAM to life!

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References Hadani, H. et al. (2018). The roots of STEM success. Changing early learning experiences to build lifelong thinking skills. (working paper) San Diego: Bay Area Discovery Museum.

Jolly, A. Authentic STEM Projects: Learning with a Purpose. Defined Learning. http://blog.definedlearning.com/blog/authentic-stem-projects.

Kids Picture Book Review (2023, July). How Reading Improves Your Child’s Imagination.

Kid’s Picture Book Review. https://www.kidspicturebookreview.com/childrens-bookblog/how-reading-improves-your-child Mantha. STEAM Education: Why Integrate Arts into Stem. STEM School. https://www.stemschool.com/articles/steam-education-why-integrate-arts-into-stem Maslyk, J. Supporting STEM learning through literacy. Defined Learning. https://blog.definedlearning.com/blog/engaging-students-in-stem-learning-throughliteracy Mayer, D. A. (1995). How can we best use children’s literature in teaching science concepts?

Science and Children 32 (6): 16-19, 43.

Mills, N. (2021, July 22). Integrating STEM & Early Literacy. RTI International. https://www.rti.org/insights/integrating-stem-early-literacy Morgan, A. & Ansberry, K. (2017). Picture perfect stem. Arlington, VA: National Science Teachers Association Press.

National Geographic. (2020). Your Sneakers are a Part of the Plastic Problem. YouTube. https://www.youtube.com/watch?v=TIgeM2JFIWo

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Children’s Books Cited Barretta, G. (2012). Timeless Thomas: how Thomas Edison changed our lives. New York: Macmillan.

Biebow, N. (2019). The crayon man: the true story of the invention of Crayola crayons. Boston: Houghton Mifflin Harcourt.

Kamkwamba, W. & Mealer, B. (2012). The boy who harnessed the wind. New York: Dial Books.

Paul, M. (2015). One plastic bag: Isatou Ceesay and recycling women of the Gambia. New York: Scholastic.

Sendak, M. (1988). Where the wild things are. New York: HarperCollins.

Dr. Judi Lashley is Associate Professor of Curriculum and Instruction and Program Coordinator of Elementary Education at the University of Central Oklahoma. Prior to joining UCO, she taught for over 30 years as a public school teacher in Gifted and Talented programming, social studies, and language arts, experience that she brings to teaching methods courses at UCO.

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Teacher to Teacher Engaging with Multiple Narratives: The Dialectical Approach in Classroom Instruction

by Mila Zhu Introduction In today’s interconnected and rapidly evolving educational settings, the ability to engage with and understand multiple perspectives is essential. Dialectical approaches, rooted in the rich foundation of philosophical dialogue and debate, offer a powerful method for fostering such understanding. By encouraging students to explore and synthesize diverse viewpoints, these methods cultivate deeper critical thinking and a nuanced appreciation of complex issues.

As educators, we are tasked with preparing students not just for exams, but for the complexities of the real world. This involves teaching them to navigate the myriad perspectives they will encounter outside the classroom. Whether in philosophical traditions or modern-day discussions on social justice, the dialectical method has shown its worth by promoting a balanced and informed discourse. For instance, Banks (2016) in his work on multicultural education highlights how engaging with diverse narratives enriches students’ understanding and fosters an inclusive classroom environment. Similarly, Gay (2010) advocates for culturally responsive teaching as a way to integrate various cultural viewpoints, thereby enhancing educational outcomes for all students.

Furthermore, adopting dialectical methodologies in education serves as an effective antidote to the perils of a singular narrative, as eloquently expounded by Chimamanda Ngozi Adichie (2009). A pedagogical framework rooted in dialectical tenets ensures learners encounter a plethora of stories, dispelling stereotypes and cultivating a well-rounded, equitable worldview.

From a pragmatic classroom perspective, weaving in dialectical principles leads to a more enriched and diverse instructional methodology. Educators, equipped with dialectical strategies, can design lessons encompassing varied facets of a topic, spurring debates,

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discussions, and critical evaluations. Such an academic ambiance not only catalyzes cognitive growth but also nurtures emotional and social maturity as students internalize values like empathy, receptiveness, and mutual appreciation.

This article aims to bridge the gap between theoretical approaches and tangible classroom practices. By offering practical examples of how dialectical methodologies can be implemented from elementary to high school settings, I hope to provide a toolkit that teachers can adapt to their unique educational contexts. Through this exploration, I not only discuss the why of using dialectical approaches but also delve into the how, providing educators with the means to transform theoretical knowledge into practical classroom strategies.

Theoretical and Practical Insights The concept of dialectical methods in educational practice draws heavily on philosophical traditions that date back centuries. Central to the idea of dialectics is the notion of thesis, antithesis, and synthesis, a framework attributed to the German philosopher Georg Wilhelm Friedrich Hegel. Hegel’s dialectic suggests that the development of ideas occurs through a dialogical process where a thesis is challenged by an antithesis, leading to a synthesis that reconciles the two into a new thesis (Hegel, 1807). This dynamic process encourages continuous evolution and refinement of ideas through conflict and resolution.

Karl Marx later adapted Hegel’s ideas to his materialist philosophy, emphasizing dialectics not just as intellectual debates but as forces driving social and historical change (Marx & Engels, 1848). In educational settings, this translates into a pedagogical approach that values the conflict of ideas as a catalyst for deeper understanding and critical thinking.

Transitioning from these philosophical roots to practical applications, dialectical methodologies in education encourage students to engage actively with opposing

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viewpoints, fostering a classroom environment where debate and reasoned argument are fundamental to learning. This approach is not only about understanding content more deeply but also about developing critical life skills such as empathy, analysis, and the ability to articulate and defend one’s viewpoint while respecting those of others.

Benefits in Education Dialectical approaches in education yield significant cognitive, emotional, and social benefits, fostering an environment conducive to comprehensive learning and personal growth (Vygotsky, 1978). Cognitively, these methodologies challenge students to think critically and engage deeply with content by considering multiple perspectives and synthesizing diverse viewpoints (Hess & McAvoy, 2014). This not only enhances understanding but also promotes the development of higher-order thinking skills, a crucial component of modern education (Kuhn, 2015).

Emotionally, dialectical methods support the development of empathy and emotional intelligence. By exposing students to different perspectives, these approaches encourage students to step into others’ shoes and understand diverse experiences and opinions, thereby cultivating a more empathetic and inclusive mindset (Bohm, 1996; Johnson & Johnson, 2009).

Socially, the use of dialectical approaches in classrooms can improve communication skills and foster a sense of community (King, 1992). Engaging in dialogues and debates helps students learn how to articulate their thoughts clearly and listen to others, a fundamental skill for collaborative and harmonious interactions both inside and outside the classroom (Hess & McAvoy, 2014).

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Implementing Dialectical Methodologies in Classrooms General Strategy Integrating dialectical methods into classroom teaching requires a deliberate strategy that encompasses planning, execution, and reflection. The core of this approach lies in creating opportunities for students to engage in discussions that challenge their preconceptions and encourage the exploration of multiple viewpoints. This process can be facilitated through a variety of activities such as debates, role-plays, and collaborative projects, where students are encouraged to articulate, defend, and reconsider their positions in light of alternative perspectives.

To effectively implement these strategies, educators must first establish a classroom environment that values open dialogue and respects diverse opinions. This involves setting clear guidelines for respectful communication and modeling these behaviors themselves. Additionally, teachers should be prepared to guide discussions in a way that deepens understanding without imposing their own views on students. This balanced facilitation is key to maintaining the educational focus and ensuring that all voices are heard.

Incorporating dialectical methods also means designing lessons that present multiple sides of an issue. This could involve using contrasting texts, multimedia resources, or guest speakers who can provide different perspectives on a topic. Such an approach not only enriches the learning experience but also prepares students for the complexity of real-world issues.

Pedagogical literature supports the use of these methods. Shor (1992) emphasizes the importance of empowering education, which involves students actively in the learning process through critical dialogue and inquiry. Similarly, Larson and Murtadha (2002) discuss how educational leaders can use dialectical strategies to promote social justice and equity within the school community, highlighting the broader implications of these methods for school culture and leadership.

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Activity and Vignettes This section is designed to enhance students’ ability to critically engage with and understand multiple perspectives on a given topic. By adopting a dialectical approach, such teaching activity promotes deeper comprehension, critical thinking, and appreciation for diverse viewpoints. Through discussions, debates, and active listening, students learn to confront and reconcile contrasting ideas, fostering an educational environment that encourages broad- mindedness and thoughtful analysis.

Introduction with a Stimulus Objective. Engage students and introduce the concept of multiple perspectives.

Activity. Begin with a provocative statement or a narrative, such as Adichie’s (2009) “The Danger of a Single Story,” to illustrate how topics can be viewed from various angles.

Materials. Video or transcript of Adichie’s talk; related discussion questions.

Providing Contrasting Materials Objective. Expose students to diverse viewpoints on a single topic.

Activity. Distribute articles or resources that present different sides of an issue, such as the pros and cons of industrialization.

Materials. Selection of texts or articles that depict varying perspectives on the topic.

Structured Debates Objective. Develop argumentation skills and the ability to consider and counter opposing viewpoints.

Activity. Divide students into groups, assigning each a different viewpoint to defend in a class debate.

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Procedure.

Each group prepares arguments for their perspective and discusses them in a moderated class debate.

Reflection and Synthesis Objective. Encourage personal reflection and synthesis of multiple viewpoints into a coherent understanding.

Activity. After the debate, have students individually reflect on the arguments presented and write a synthesis of what they learned.

Materials. Reflection sheets or journals for students to record their thoughts.

Evaluation of Activity Reflection Essays. Students write essays post-debate, integrating arguments from all perspectives discussed.

Indicators of Success. Depth of understanding and inclusion of diverse viewpoints.

Group Discussions. Facilitate discussions where students explore the merits and limitations of each perspective.

Indicators of Success. Ability to articulate and engage with diverse viewpoints.

Feedback Surveys. Distribute surveys to gather student feedback on the effectiveness of the dialectical approach.

Questions to Include. Students’ comfort with the approach, its impact on their understanding, and suggestions for improvement.

By methodically integrating the dialectical approach, educators can create a classroom environment that values intellectual exploration and the reconciliation of diverse narratives. The goal of these activities is not to steer students toward a predetermined conclusion but to enrich their educational journey through a comprehensive engagement with multiple perspectives.

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Vignette 1: Elementary - The Tale of Two Seasons Grade Level: 3rd Setting: A vibrant elementary school classroom, adorned with children’s art.

Characters: Mrs. Johnson, a passionate third-grade teacher, and her lively students.

Objective: Encourage students to explore and appreciate different perspectives through a thematic discussion about seasons.

Activity Introduction: Mrs. Johnson reads aloud two contrasting stories—one celebrating the joys of summer with beach visits and ice creams, and the other depicting the wonders of winter with snowball fights and cozy firesides. This sets the stage for a discussion on personal preferences and the reasons behind them.

Materials: Two children’s books about seasons, artworks depicting summer and winter scenes.

Teaching Activity with Examples Visual Presentation. Mrs. Johnson displays two artworks: one illustrating a sunny beach day and the other a tranquil snowy scene.

Objective. Visual stimuli enhance students’ engagement and help them visually grasp the distinct characteristics of each season.

Group Discussion. Students form ‘Summer’ and ‘Winter’ groups, brainstorming and listing the joys of their assigned season.

Objective. Promote teamwork and communication while encouraging students to advocate for their season.

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Comparative Analysis. Using a T-chart, Mrs. Johnson captures the pros of each season facilitating a side-by-side comparison that aids students in visualizing the differences and similarities.

Objective. Enhance analytical thinking by comparing and contrasting the attributes of each season.

Creative Synthesis. Students create a drawing that merges elements of both seasons, demonstrating a harmonious coexistence.

Objective. Encourage creativity and the synthesis of ideas, leading students to appreciate a more nuanced perspective.

Evaluation: Artwork Assessment. Evaluate students’ drawings for creativity and the integration of elements from both seasons.

Evaluation: Participation Review. Assess students’ engagement and contributions during the discussion and group activities.

Reflection In this activity, the dialectical approach acts as a fundamental tool for young learners to appreciate the richness of contrasting perspectives. Through the exploration of summer’s warmth and winter’s charm, students learn to transcend a binary viewpoint. Their final artworks, which blend elements of both seasons, symbolize the synthesis of ideas, epitomizing the core of dialectical learning: embracing and integrating diverse views.

Vignette 2: Middle School – Urbanization’s Two Faces Grade Level: 7th Setting: A classroom (buzzing with the energy of inquisitive adolescents.) Characters: Mr. Rodriguez, a history enthusiast, and his eager seventhgrade students.

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Vignette 2: Middle School – Urbanization’s Two Faces Grade Level: 7th Setting: A classroom (buzzing with the energy of inquisitive adolescents.)

Characters: Mr. Rodriguez, a history enthusiast, and his eager seventh-grade students.

Objective: Explore the complex impacts of urbanization, encouraging students to critically analyze and articulate varied perspectives on the topic.

Activity Introduction: Mr. Rodriguez presents a detailed overview of a city’s evolution from a quaint village to a bustling metropolis, setting the stage for a deeper investigation into the implications of urban growth.

Materials: PowerPoint presentation, two contrasting documentaries on urbanization.

Teaching Activity with Examples Documentary Viewing. Students watch two documentaries—one portraying the benefits of urban growth, and another discussing its drawbacks.

Objective. Provide a foundation of diverse viewpoints to stimulate critical thinking and discussion.

Debate Preparation. The class is divided, with half preparing to defend urbanization as a positive force and the other half as a negative force.

Objective. Enhance argumentative skills by requiring students to develop and support a given stance.

Class Debate. Facilitate an animated class debate where students argue their assigned perspectives, followed by a session where they can counter the opposing views.

Objective. Foster oral communication skills and the ability to engage in respectful, informed debate.

Synthesis and Reflection. After the debate, Mr. Rodriguez leads a synthesis discussion to explore common ground and differing views. Students then write an essay reflecting on their insights from the debate.

Objective. Encourage reflective thinking and the ability to synthesize multiple perspectives into a comprehensive understanding.

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Evaluation: Essay Assessment. Essays are evaluated for depth, understanding, and the ability to present balanced perspectives.

Evaluation: Debate Performance. Assess students’ effectiveness in presenting their arguments and engaging with counterarguments during the debate.

Reflection In this scenario, the dialectical approach serves as a crucial educational tool, enabling students at a critical developmental stage to examine and understand the nuanced aspects of urbanization. The debate encourages students to adopt and understand multiple viewpoints, fostering empathy and a deeper appreciation for the complexities of urban issues. Their essays and contributions in the debate highlight their ability to perform critical analysis, moving beyond mere acceptance of information to a more nuanced understanding.

Vignette 3: High School - Genetic Engineering: Boon or Bane?

Grade Level: 11th Setting: A high school biology lab.

Characters: Dr. Clark, a seasoned biologist with a flair for ethics, and her intellectually hungry students.

Objective: Examine the complex implications of genetic engineering, encouraging students to critically analyze both the scientific advancements and ethical concerns associated with this technology.

Activity Introduction: Dr. Clark presents an overview of genetic engineering, focusing on its capabilities and the ethical debates surrounding topics like designer babies.

Materials: Two research papers presenting opposing views on genetic engineering, multimedia resources for visual aid.

Teaching Activity with Examples Research Paper Analysis: Students read and analyze two contrasting research papers—one highlighting the benefits of genetic modification and the other detailing the ethical risks.

Objective: Equip students with a balanced view of the subject to inform their participation in the subsequent discussion.

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Fishbowl Discussion: Conduct a fishbowl discussion where a central group debates the pros and cons of genetic engineering while the rest of the class observes.

Objective: Enhance students’ ability to articulate their thoughts and listen to differing opinions in a controlled, dynamic discussion format.

Observer Engagement: After the initial debate, observers join in to challenge or support the arguments presented, adding depth to the discussion.

Objective: Foster a comprehensive understanding by involving all students in the debate, ensuring multiple perspectives are considered.

Reflective Essay: Students write a reflective essay on their understanding of the nuances of genetic engineering, influenced by the discussion.

Objective: Encourage deep reflection and synthesis of the diverse viewpoints discussed, culminating in a well-rounded personal insight.

Evaluation: Essay Assessment: Evaluate the essays for depth, clarity, and how well students integrate and synthesize the differing viewpoints.

Evaluation: Participation Review: Assess how effectively students engage in the discussion and contribute meaningful insights.

Reflection In this high school vignette, the dialectical approach is particularly effective in addressing complex scientific and ethical issues. Dr. Clark’s use of the fishbowl discussion technique ensures an engaging and comprehensive debate environment, prompting students to critically evaluate and discuss the multifaceted aspects of genetic engineering. This method not only enhances students’ understanding but also prepares them for informed decision-making, reflecting the true spirit of dialectical learning in grappling with real-world challenges.

Challenges and Considerations Potential Challenges Adopting dialectical methods in education is not without its challenges. One primary concern is the readiness of students and teachers to engage in complex debates and discussions. Students may struggle with the analytical demands of understanding and synthesizing multiple viewpoints, especially in younger

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or less prepared cohorts. Additionally, teachers might find it challenging to manage a classroom where multiple, potentially conflicting perspectives are being discussed, which could lead to discord rather than constructive dialogue.

Another significant challenge is the curriculum constraints. Many educational systems are structured around standardized tests and assessments that may not adequately measure the skills developed through dialectical methods, such as critical thinking and the ability to synthesize diverse information. This misalignment can discourage educators from implementing these pedagogical strategies, favoring more traditional, test-oriented approaches.

Solutions and Considerations To overcome these challenges, several strategies can be employed, drawing on the insights of educational theorists like Henry Giroux (2011), who advocates for critical pedagogy that empowers students and teachers to challenge the status quo and engage deeply with content. Here are some solutions: Professional Development. Teachers should receive ongoing training in facilitating discussions and debates, including strategies to ensure all voices are heard and respected. This training can help teachers feel more confident and capable in managing a dialectically-oriented classroom.

Curriculum Integration. Schools can start integrating dialectical methods in subjects where they fit naturally, such as social studies, literature, and science, before expanding them to other areas. This gradual integration allows both students and teachers to become accustomed to the new methods in a supportive context.

Assessment Adaptation. Developing new forms of assessment that value critical thinking and the ability to engage with complex ideas is crucial. These can include reflective essays, projects, and presentations that require students to synthesize and evaluate information from multiple perspectives.

Community and Parental Engagement. Educating the community and parents about the benefits of dialectical methods can garner support and understanding, easing the transition for students between different learning environments.

Conclusion The exploration of dialectical approaches within this article reaffirms their enduring relevance and substantial impact on educational practices. Rooted in the philosophies of thinkers like Dewey (1938) and

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Freire (2000), these approaches not only facilitate a deeper understanding of content but also foster critical thinking, empathy, and a robust engagement with diverse perspectives. Moreover, the implementation of these approaches aligns with contemporary educational needs, particularly in promoting dialogic interactions as essential to learning in the digital age, as discussed by Wegerif (2013).

This dialogue-centric learning is crucial in today’s interconnected world, where understanding and navigating multiple perspectives are key competencies.

Additionally, the impact of dialectical methods on specific learner outcomes, such as emotional intelligence and social skills, warrants deeper exploration. Mercer’s (2000) work on how language facilitates collaborative thinking offers a starting point for such studies, suggesting that dialectical practices could significantly enhance cooperative learning and group dynamics. In conclusion, as we continue to navigate the complexities of globalization, the importance of fostering environments where diverse viewpoints are explored and synthesized cannot be overstated. Educators should aim to expand these methodologies, exploring interconnected contexts and adapting to technological advancements, thereby ensuring that education remains a dynamic and inclusive endeavor.

References Adichie, C. N. (2009, July). The danger of a single story. TED Global. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.).

Routledge.

Bohm, D. (1996). On dialogue. Routledge.

Dewey, J. (1938). Experience and education. Kappa Delta Pi. Freire, P. (2000). Pedagogy of the oppressed. Continuum.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

Giroux, H. A. (2011). On critical pedagogy. Bloomsbury Academic.

Hegel, G. W. F. (1807). Phenomenology of Spirit. (J. B. Baillie, Trans.). George Allen & Unwin. (Original work published 1807).

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Hess, D. E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education.

Routledge.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.

King, A. (1992). Facilitating elaborative learning through guided student-generated questioning.

Educational Psychologist, 27(1), 111-126.

Kuhn, D. (2015). Thinking together and alone. Educational Researcher, 44(1), 46-53.

Larson, C., & Murtadha, K. (2002). Leadership for social justice. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century. University of Chicago Press.

Marx, K., & Engels, F. (1848). The Communist Manifesto. Progress Publishers.

Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.

Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wegerif, R. (2013). Dialogic: Education for the internet age. Routledge.

Mila Zhu, Ph.D., is an Assistant Professor and EDUC Program Area Lead at Southeastern Oklahoma State University, where she also serves as the Founding Director of the Center for Asian Resources and Intercultural Studies. Dr. Zhu’s research interests span curriculum theorizing, philosophical foundations, and music education. Currently, she has a particular focus on Esports and ludology in education. She has published extensively, including books such as Crescendos of Identity: Traversing Feminist Boundaries in Cultural Discourses and Multimodal Instructional Strategies: Dances With Shackles in Learning Communities.

Her scholarly work also appears in various peer-reviewed journals and edited volumes, addressing critical issues in education, technology, and society.

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Teacher to Teacher

Children’s Picture Books: Engaging Preservice Teachers in Authentic Writing Through the Use of Mentor Texts

by Roberta Raymond, Lillian McEnery, and Rose Toman As you walk into our model classroom, you will observe our preservice teachers are deeply engaged in writing. They are immersed in various stages of the writing process; some are exploring picture books as mentor texts, while others are partnering for peer conferences.

Individual students are writing and publishing, and some are waiting for a teacher conference.

There is an overwhelming sense of a writing community. We want our students to understand that we “...learn best when we collaborate, try risky outside-the-lines maneuvers, and have and pursue our own ideas, ask for and receive advice. We want writing workshop to be a time for coloring outside the lines” (Calkins, 2020, p. 56). Our hearts are overjoyed with the evidence that we have nurtured writers, who will in turn, nurture writers in their own classrooms.

Preservice teachers need to be nurtured not only in their writing ability but with their writing self efficacy. As teacher educators, we want our preservice teachers to be comfortable as writers and as writing teachers. We know that in order to grow into skillful writing teachers, our preservice teachers must become writers themselves. Their expertise as teachers of writing in the classroom will be grounded in the challenges and triumphs of their own writing experiences that have taught them that writers become better through the practice of writing itself (Blau, 1988; Bomer & Arens, 2020; Calkins, 2020).

In brainstorming ways to increase writing experiences within our courses, the evidence from our research and personal knowledge of the teaching of writing underscored our students’ need for the experience of writing workshop, in which they would take a piece of writing from brainstorming to publishing, all with the support of a writing community. Thus, to avoid teaching

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writing skills in isolation, which often leads to less than exciting pieces of text, we wished to engage our students in the practice of writers by their delving into mentor texts and experimenting with those same techniques in their own writing (Culham, 2018). This teaching tip focuses on the development of a Children’s Picture Book Assignment that allowed our preservice teachers to explore their identities as writers and deepen their understanding of the writing process.

Overview of Children’s Picture Book Assignment In our literacy classes, we recognize the importance of building writers within a writing community, in addition to teaching about writing itself. Out of this philosophy grew our need to introduce an authentic writing assignment into our course that would engage preservice teachers in building their identities as writers and teachers of writing. We felt that giving our students the opportunity to write, illustrate, and publish a children’s picture book would engage them in all aspects of writing.

Assignment To this end, the preservice teachers were given the Children’s Picture Book Assignment (see Figure 1). Each part of the process was explained, modeled, and practiced.

Figure 1 Children’s Picture Book Assignment

Children’s Picture Book Project Assignment You will explore a topic of interest and write a children’s book about the topic. Your book may be a narrative text that tells a story or an informational text. The following are criteria to keep in mind as you write your book: Your book should integrate substantive content about your topic. Some possible examples of important content might be, but are not limited to: the weather cycle, citizenship, photosynthesis, the life cycle, the Constitution, pioneer life, metaphors, grammar, a significant historical event or figure, the digestive system, etc.

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Your research resources should include both the mentor text, and its bibliographic information in APA Format, that you used as a model for your children’s book, as well as other sources used to research your topic of interest.

The reader of your children’s book should come away with three big understandings about your topic.

Your book should include both text and graphics, as well as an Author’s notes page, explaining the research that provided the background for your text. (NOTE: Even if you are writing about a personal experience, you can integrate information from research. For example, if you were to write about a camping vacation, you could integrate research about the place you go, or information about how to set up camp, or safety awareness, etc.)

Research resources should be cited in APA format at the end of your book.

You will connect both a Language Arts standard and a Content Area (Math, Science, Social Studies, Music/Art, Health, etc.) standard to your book.

You will submit a reflection of the project that discusses your writing process in creating the book, as well as the content learned in doing the project.

Building a Community of Writers Through Writing Workshop Building a Community of Writers Through Writing Workshop Bomer and Arens (2020) emphasize that for writers to develop, “Time, choice, and response are the basic necessities we provide our students every day in the classroom, the overand-over elements that allow for composition, thinking, creativity, and problem solving” (p. 2).

While we provide preservice teachers with opportunities to use the writing process as they draft, revise, and prepare their pieces for publication, we also want them to “...really do the writing process,” which “...presents a huge shift in how we go about teaching writing” (Ray and Laminack, 2001, p. 4). In helping our students become more consciously aware of their own writing processes, our writing workshops strive to integrate opportunities to “...supply rich ideas (strategies, techniques, craft moves) to stretch our students as writers” (Fletcher, 2019, p. 34), so that they might understand the challenges that writers face. Thus, our preservice teachers gain the opportunity to learn about writing instruction through the experience of writing itself.

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Our initial objective for the Children’s Picture Book Assignment was to allow preservice teachers to choose a writing topic that was meaningful to them. The heart of the writing workshop reminds us that “...writing is about having something to say and it is the writer’s right to decide what this will be, to decide what he or she wants to say” (Ray & Laminack, 2001, p. 7).

We strived to nurture our preservice teachers’ writing identities as they engaged in writing tasks: exploring topics, analyzed texts to discover the moves that writers make, and engaged in research to support what they already knew about a topic.

We introduced our preservice teachers to what Calkins (1994) calls ‘a writerly life’ by reading aloud to them in writing workshop, inviting them to explore topics of interest, and encouraging them to investigate how their own writing is built upon the processes of rehearsal, drafting, revising, and editing. As instructors, we offered suggestions for topics when needed, assuring our students that any topic was worthy of consideration, supported their thinking about their ideas, and prompted them to bring their own books to examine and share with learner colleagues during the writing workshop. We discovered that some students envisioned clear ideas from the onset, while others deliberated among various ideas before setting off in a specific direction. We hoped to help them understand that “there is something sacred about a story,” (Graves, 2002, p. 17), both theirs and the ones their future students would share with them.

Steps in doing the Children’s Picture Book Assignment One of the key objectives is for our students to come away with the strong notion that children’s books can be used to teach in impactful ways. We also want to convey that not all books are created equal, that exceptional books are imbued with specific qualities and traits. To those ends, the assignment gives our candidates the opportunity to write their own books modeled after a text of their choosing. The preparation involves a number of steps, comprised of

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marinating in great texts that model exemplary traits, identifying those traits, and connecting theory to practice. As writers and teachers, we understand that learning and writing is not a linear process that progresses step-by-step, but instead will weave in and out. Thus, these steps can become fluid as needed.

Step 1: Marinating in Great Texts Our preservice teachers lovingly refer to this day as “Suitcase day.” That’s what this first step is referred to as we kick off this assignment. We roll in a large red suitcase brimming full of various children’s books addressing virtually every genre possible. The students value the fact that these books arrived here from our bookshelves; many of the books have signed dedications, making them all the more meaningful. We spend time just relishing books--with no purpose other than to enjoy the stories and new worlds of information. Our primary intent here is to expose students to a wide array of genres, some of which many of our students are not intimately familiar. At the end of this activity, all books are displayed on the back table, and we then go over some of the basic guidelines of the assignment. We can almost see students making connections as they revisit the back table to more carefully examine books that might ultimately serve as their mentor text for the assignment.

Step 2: Modeling Exemplary Traits The next step takes place during the class period following “suitcase day.” This step involves intentional sharing of some of our favorite texts that speak to a variety of the six traits of writing, for example, an author’s particular use of ideas, voice, or word choice (Culham, 2003). We each have our favorites when it comes to this step, and that is part of the beauty of this class. It is easy to exhibit excitement and exuberance while sharing a book that we truly love.

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Table 1 highlights some of the books we have used in this portion of the process. Please note that each book may exemplify more than one trait.

Table 1 Text Suggestions

Title

Author, Illustrator, and

Trait and/or

Big

Publication Year Vashti Harrison 2023

Book Part Organization Ideas Voice

Remembering

Xelena González and

Ideas Voice Author’s Note Illustrator’s Note Ideas Voice

Adriana M. Garcia 2023 The Perfect Place

Matt de la Peña and Paola Escobar 2024

A Squiggly Story

Andrew Larsen and Mike Lowery 2016

Ideas Organization

You Have to Write

Janet S. Wong and Teresa Flavin 2002

Ideas

Crown: An Ode to a Fresh Cut

Derrick Barnes and Gordon Organization Voice Word C. James choice 2017 Sentence fluency Poems in the Attic Nikki Grimes and Elizabeth Ideas Zunon Organization 2015 Voice Vamos! Let’s Go to the Market Raúl the Third Organization 2019 Word choice La Frontera: El viaje con papá-My Journey Deborah Mills, Alfredo Alva, Ideas with Papa and Claudia Navarro Organization 2018 Voice

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Matt De La Peña

Voice Word choice

Lucía the Luchadora

Cynthia Leonor Garza and Alyssa Bermudez 2017

Word choice Sentence fluency

Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation

Duncan Tonatiuh 2014

Ideas Voice Word choice Sentence fluency Author’s notes

The Proudest Blue

Ibtihaj Muhammad, S.K. Ali, Voice and Hatem Aly Word choice 2019 Author’s notes

Because of an Acorn

Lola M Schaefer and Adam Schaefer 2016

Organization

A Bunch of Punctuation

Lee Bennett Hopkins and Serge Bloch 2018

Conventions

All are Welcome Here

Alexandra Penfold and Suzanne Kaufman 2018

Organization Sentence fluency

Bones

Steve Jenkins 2010 James E. Ransome 2019 Kwame Alexander and Melissa Sweet 2019

Ideas Organization Organization voice Ideas

Love

and Loren Long 2018

The Bell Rang How to Read a Book

Any Questions?

Marie-Louise Gay 2014

Help Me Mr. Mutt! Expert Answers for Dogs Janet Stevens and Susan with People Problems Stevens Crummel 2018

Organization Voice Word choice Ideas Organization Voice Conventions Organization Voice Word choice

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Sentence Be You!

Peter H. Reynolds 2020

M is for Meow: A Cat Alphabet

Helen L. Wilbur Robert Papp 2006

fluency Ideas Organization Word choice and

Diary of a Worm

Doreen Cronin and Harry Bliss 2003

Letters from Felix: A Little Rabbit on a World Tour

Annette Langen and Constanza Droop 1994

Just Ask! Be Different, Be Brave, Be You

Ideas Organization Word choice Organization Voice Organization

Sonia Sotomayor and Rafael Ideas Organization López Voice 2019

A Place to Land: Martin Luther King Jr. and Barry Wittenstein and Jerry Ideas The Speech That Inspired a Nation Voice Pinkney Conventions 2019 La Princesa and the Pea

Susan Middleton Elya and Juana Martinez-Neal 2017

Ideas Voice Word choice Sentence fluency Glossary

Step 3: Identifying the Traits This step is known as “book basket day.” We assemble baskets for each table, each with a variety of texts. If we know that specific topics interest certain students, we seek to include books along those lines in their basket; however, not all books are handpicked. We want to expose them to topics and genres they might not have initially chosen for themselves. Based on prior interest inventories, we are sure to place very engaging books in our reluctant readers group members’ baskets, which would help serve as models for their children’s books. Our previous

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classes have exposed preservice teachers to the six traits of writing, so they use these categories- ideas, organization, voice, word choice, sentence fluency, conventions, and presentation--to explicitly label the writing qualities they see in the books in their basket. After being given time to label and discuss the merits of each of their favorite picks from the basket, we ask students to choose one “wow” book per table. They share this book and their rationale for its revered status with the class; they are also asked to make explicit connections to the six traits. While we commit a valuable chunk of time to this activity, it is a significant foundational piece, as it provides additional opportunities for students to formulate that all important internal continuum that shapes their ability to fully evaluate and assess books. This time also gives preservice teachers the opportunity to engage in “reading like a writer” (Anderson, 2022, p. 8).

Step 4: Choosing a Mentor Text Candidates, at this point in the process, usually have a good idea as to the mentor text they would like to choose for their own children’s book. Animated discussion fills the room.

Listening to conversations at tables as we circulate among groups, we hear things like, “Oh, man, that seems like a hard book to model after. But you know a lot about that topic, so I bet that will help you,” or “My mentor text is so good that the more I read it, the more layers I can see in it.” We provide a writing planning sheet (see Figure 2) that helps them map out the direction they would like to take with their mentor text. Additionally, at this stage, they delve deep into the state standards to examine which objectives might be addressed through their book.

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Figure 2 Planning Guide

Children’s Book Project Planning Guide You will explore a topic of interest and write a children’s book about the topic. Your book may be a narrative text that tells a story or an informational text. The following are criteria to keep in mind as you write your book: Topic: Possible mentor text and its bibliographic information (Works Cited entry in APA format): The reader of your children’s book should come away with three big understandings about your topic: Big understanding # 1: Big understanding # 2: Big understanding # 3: Two resources and their bibliographic (Works Cited entry in APA format) information: Resource # 1 Resource # 2 Language Arts Standard: Content Area Standard:

Step 5: Writing Time and Opportunity to Revise/Edit This step involves providing a model for students regarding what writing workshop can look like in their own classrooms by actually affording them time to work on their books as part of our own writing workshop. For this part of class, we demonstrate how to accommodate the differing needs of writers and often split out over several classrooms. We play soft music in one room, while the other room remains fairly quiet for those students who work best in this environment. Our candidates are given time to work on their writing, participate in peer editing, or confer with us about their work. Students often come prepared with their laptops, snacks, and

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drafts to work on their pieces. Often our mini-lessons during this time focus on modeling how to provide specific feedback through peer revising/editing strategies.

Step 6: Connecting Theory to Practice It has been said that reflecting on our writing provides us with another window into the same piece of writing. Our candidates connect theory to practice as they reflect upon the writing processes involved in creating their children’s books. This step is one of the most essential parts of the assignment, and some students say it is the one that requires the most amount of thought. We pose questions for thought along the following lines: Describe the process you followed in writing your book.

What parts came easily and fluidly in the writing of your book? What things presented challenges?

What important concepts do you hope to have your students come away with as a result of reading your book?

What did you learn about yourself as a writer in the process of creating your book?

Our intent is to engage our preservice teachers in writing a children’s book that covers a topic of interest and invokes their passions. Rigor and depth are important in this assignment.

We model how powerful writing concepts are covered through the rich array of children’s books that we present as part of the modeling process. Here are some of the key pieces we cover: A genuine love for texts that share with learners’ important stories, concepts, and ideas Analysis of mentor texts Models of former students’ work Brainstorming sheets Reflection models Assignment essentials

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Step 7: Sharing Our Stories The final part of this assignment involves arranging a celebration to share our books. We cascade campy streamers above cookies and punch, as we set the stage to relish each other’s stories and books. Initially, students come in and situate their books in a “book walk” formatalong long tables where we can peruse and get a sense of our collective creations. Then, we take the time to allow the preservice teachers to share 4-5 pages of their book with the class, talk over the objectives covered, and highlight the important understandings that they wanted the reader to come away with. The primary goal, though, is for them to share their favorite piece of the book along with a reflection about the process itself. Candidates share their most notable “delight” and “dilemma” experienced as they engaged in the process of writing the book.

Figures 3 - 8 are excerpts from a preservice teacher’s picture book. The picture book is a blended genre, showcasing fiction and non-fiction text elements. Pseudonyms were used throughout the story for author confidentiality.

Figure 3 Student Example: Author Information

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Figure 4 Student Example: Book Page

Figure 5 Student Example: Book Page

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Figure 6 Student Example: Book Page

Figure 7 Student Example: Author’s Note

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Closing Thoughts The Children’s Picture Book Assignment is one that offers our students so much—an explicit immersion in various genres; identifying strong connections to the state standards; working with mentor texts; identifying distinct traits found in writing; participating in peer editing, revising, and teacher conferring; and reflecting on oneself as a reader, a writer, and future teacher. “We want them to understand the power and beauty of pausing to recall, to hold moments of their lives in their hands, to bear witness to them and eventually come to understand those moments--and themselves--better” (Calkins, 2020, pp. 82 - 83). In doing so, their experience as writers helps them to recognize the many facets involved in creating and nurturing a community of writers, with meaningful stories to tell, as opposed to seeing only a classroom of writers.

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References Anderson, C. (2022). A teacher’s guide to mentor texts. Heinemann.

Blau, S. (1988). Teacher development and the revolution in teaching. English Journal 77(4), 30-35. Retrieved from http://www.ncte.org.libproxy.uhcl.edu/library/NCTEFiles/Resources/Journals/EJ/ 1988/0774- apr1988/EJ0774Teacher.pdf Bomer, K., & Arens, C. (2020). A teacher’s guide to writing workshop essentials: Time, choice, response. Heinemann.

Calkins, L. (2020). Teaching writing. Heinemann. Calkins, L. M. (1994). The art of teaching writing. Heinemann. Culham, R. (2003). 6 +1 traits of writing: The complete guide: Grades 3 and up. Scholastic Professional Books.

Culham, R. (2018). Reading with a writer’s eye: Why book choice matters. The Reading Teacher, 72(4), 509-513. doi:10.1002/trtr.1759 Fletcher, R. (2019). Focus lessons: How photography enhances the teaching of writing.

Heinemann.

Graves, D. H. (2002). Testing is not teaching: What should count in education.

Heinemann. Ray, K. W., & Laminack, L. L. (2001). The writing workshop: Working through the hard parts (and they’re all hard parts). National Council of Teachers of English.

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Roberta D. Raymond, Ed.D is currently an Associate Professor and Program Director for the Literacy, Language Arts, and Literature Studies program at the University of Houston-Clear Lake. She may be reached at Raymond@uhcl.edu

Lillian McEnery enjoyed teaching and learning alongside students for the past 30 years. She taught a variety of literacy courses at the University of Houston Clear Lake and served as director of the Literacy Clinic on campus during her tenure there.

She is currently a professor emerita and is an adjunct at the University of Houston Clear Lake.

Rose Toman enjoyed teaching about the role of literacy learning in her time as a lecturer at the University of Houston-Clear Lake. She is currently retired and takes pleasure in helping her grandchildren explore reading and writing.

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Off the Shelf: Professional Literature Review Joy-Giving Professional Literature

by Dana Oliver with Linda McElroy and Elizabeth (Liz) Willner Literacy Changemakers, Bringing the Joy of Reading and Writing into Focus for Teachers and Students: A Book Review and Invitation to the Oklahoma Literacy Association Book Study

Literacy Changemakers, Bringing the Joy of Reading and Writing into Focus for Teachers and Students is written by Kenneth Kunz, Maureen Hall, and Rachel Lella. This professional text offers principles and practices for creating literacy communities which propel academic achievement and encourage authentic engagement and enjoyment of reading among our students. The messages and suggestions in the book target the important work of K-12 teachers, literacy specialists and coaches, and literacy leaders at all levels. This text is rich with joy-giving actionable ideas to bring life and meaning to teaching, leading, and learning. Linda, Liz, and I (Dana) will use this book review as an opportunity to each share the most meaningful concepts or practices we have gleaned from our reading. These concepts and practices were the heavy hitters on our hearts, the ones we thought were the most influential in helping us each fan the flame of our

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‘why.’ The ideas and quotes we share from Dr. Kunz and his coauthors reflect those reading moments that urged us to dip into that deep well of teaching joy which we all need to remember to drink from throughout our teaching careers. So, whether you are a teacher currently riding the positive waves of what the authors call “Newton’s Law of Literacy,” or if you’re in a spot where you need the encouragement to look within and again draw from the spring-well of joyful teaching, we hope these top fifteen take-aways bring into focus your commitment to joyful literacy teaching for students and teachers.

Dana’s Joy-Giving Take-a-ways 1. Mixing Joy in with Your “Why.” When I first started teaching, my “why” was so serious.

I was filled with a sense of urgency and importance. I had to do better, be better, get better for my students because they deserved better… better books, better materials, better lessons, and the list goes on. After a bit of time genuinely engaging in relationships through literature, my “why” really brightened. Through the shared giggles over Junie B. Jones’ latest conundrum, the understanding cultivated between myself and my new student as we read Barbara Park’s The New Kid during independent reading, and the excited questions students asked during our shared reading experiences, bright ‘joy’ entwined itself within the important work I was doing. Take time to look for your joy and see it as part of your purpose!

2. Listening brings the potential for more shared joy. Chapter 3 urges the celebration of your school’s literacy “story”. The authors stress the importance of listening to teachers, listening to students, and listening to parents as we all look for ways to thrive. I feel the level of appreciation we cultivate for one another as we truly listen is central to the shared joy we need for teachers to be happy and respected, for students to grow and enjoy literature, and for our parents to feel like a valuable

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and essential part of the school community.

3. PD should be filled with joy! Yes, yes, yes, please! Okay, so if you know me… you know I love learning and I love teachers. So… conferences are my jam. Seriously. I love being with people who love what I love as much as I love it. However, this message was particularly important to me at this moment of my life because I have been deep in the planning processes for the Oklahoma Literacy Association Spring Conference and Summer Leadership and Book Study projects. As a conference chair, this chapter urged me to look in the mirror and ask whether I was planning for joy and how I could help attendees feel joyful when we gather together. If you attended, I hope you find we hit the joy mark for you!

4. PLCs and chocolate salad. I absolutely adored the idea of ensuring a chocolate salad was available for team meetings. A chocolate salad in its most simple form is simply a bowl full of chocolate candies! I have often found that the sharing of sweet things can help us all be sweeter, and, as the authors point out, for many people, chocolate = joy!

5. Books, books, books. The authors clearly demonstrate the influence enjoyment can have on engagement and the desire to learn to read. In Chapter 5 the authors ask, “What Makes the Best Learning Environment?” and then share many ideas that can spark student interest in books through inviting ways of increasing access.

Check out how they frame the ways we can help students quickly find books that are academically appropriate and yet also right for the heart.

Linda’s Joy-Giving Take-a-ways Wow! This book is so good! I hope these five “takeaways” make you eager to read!

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1. This book was enjoyable and inspirational! I loved starting the book with the Forward, written by Dr. Diane Lapp. In a few pages, Dr. Lapp convinced me that the tone of the book is one of JOY! I agreed with Dr. Lapp that the “focus is always on the students---to support students as they learn to read, as they learn to LOVE to read, and as they become part of a community of literate scholars.

2. We can count on learning big ideas and specific strategies! Inspirational quotes are scattered throughout to support the topics of each chapter. Vignettes at the beginning of each chapter introduce literacy leaders who help us as readers understand a team- structured approach. Light-bulb symbols in every chapter point out some favorite “Lit Ideas.” Each chapter ends with a “Stop, Think, and Take Action” section with tips and reflective questions to guide the next steps.

3. Literacy teams are vital! Chapters 1 through Chapter 5 help us to understand a team structure approach, including 1) Why teams matter; 2) How to create school teams; 3) How to get reluctant school participants to embrace the joy of becoming a school literacy team member.

4. ALL members of the school community benefit from JOYFUL experiences! Chapter 6 gives many examples of joyful, playful ways for early literacy learners to be engaged in literacy. It would be exciting for children to do Rhyme in Line or to be invited to become a Word Nerd. Chapter 7 continues adding joyful ways to support adolescent readers. Sure!---let’s try sustained engagement, websites for finding books, book clubs and book talks, author visits, virtual visits, and social connections. Chapter 8 helps us become advocates for multilingual learners (MLLs), whose “eyes are lit up with joy.” The increasing numbers of MLLS in our

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schools will benefit as we establish an “asset mindset.” Chapter 9 reminds us of the important role of joyful interactions with families.

5. New Literacies and Technology give transformative ways to add to the joy!

Chapter 10 helps us understand ways that digital resources can support literacy goals, and support creativity, exploration, collaboration, problemsolving, and knowledge development. Assistive technology can support learners at school and at home. A resource list of Digital Favorites wraps up the ideas for becoming Literacy Changemakers!

Liz’s Joy-Giving Take-a-ways 1. In Chapter 2, the authors challenge us to move beyond standards to help our students become “passionate, devoted readers.” They suggest asking students to write “I wish you knew” statements so we can deepen our insights into who they are.

They also suggest that teachers and staff share what they are currently reading FOR PLEASURE. Additional ideas include using Newton’s Laws of Physics for literacy. You’ll want to check this out!

2. The learners-as-chickens analogy in Chapter 5 cracked (!) me up. It sounds far-fetched at first, but the section includes the admonition that what we do as teachers is not cute, but rather urgent, joyful, and relevant.

3. Even though I now work with adult learners and their teachers, there isn’t a page of the book that doesn’t give me reasons to plan joyful additions, changes, and maybe even subtractions from my current practice. Adult literacy classes usually focus on functional reading, but adult learners deserve to be swept into a story just as much as younger people. And of course, what is pleasurable will be practiced. Joy belongs to adults, too.

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4. The eighth chapter includes a discussion of what students should read. I appreciated the argument that if our readers are in a very limited bubble, we should POP it! Recognizing that our work as educators is to both support and challenge our students. Broadening the range of their reading is a worthy pursuit; it demonstrates that we expect them to stretch both deeper and wider in their literacy lives.

5. Similarly to the authors, I don’t think joy is something out there to be grabbed.

Instead, I think we can find and celebrate it in our everyday teaching lives.

The book really is joyful, but it’s also well-researched, thoughtful, and has the potential to shake us up a bit.

As you can no doubt see, Literacy Changemakers, Bringing the Joy of Reading and Writing into Focus for Teachers and Students is rich with opportunities to delve into actionable ways to bridge joy and literacy in your classroom or to your mission as a leader. If this short dive into the text has sparked your curiosity, the Oklahoma Literacy Association would love to invite you to participate in our OKLA Summer 2024 Book Study on this text. We will split the book into three parts and review each section with collaborative discussion and idea sharing over the course of three Zoom sessions. The flyer for the event is included below. Thank you for sharing in our reading experience. Linda, Liz, and Dana hope to see you for our summer book study!

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Dr. Dana Oliver teaches higher education courses for preservice teachers, reading specialist graduate students, and doctoral students. She serves on numerous professional organizations, engages in research, and delivers professional development presentations at the district, state, and national levels. She can be reached at dana.oliver@swosu.edu or www.linkedin.com/in/dr-dana-oliver

Dr. Linda McElroy is a professor at the University of Science and Arts of Oklahoma. She previously taught in Oklahoma schools as a classroom teacher and as a reading specialist.

She can be reached at lmcelroy.@usao.edu.

Dr. Liz Willner is the Program Coordinator at Community Literacy Centers, a non-profit adult literacy program in Oklahoma City. She retired from Oklahoma City University in 2020, having taught children and helped educate teachers for 38 years. She is passionate about children's literature and the children who read it.

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Off the Shelf: Children’s Literature Review Off the Shelf: Children's Book Review Social Emotional Learning Through Humorous Children’s Literature

by Marla Pankratz, Robyn Randol, and Dawn Keller Social-emotional development is a critical aspect of a child’s growth and well-being.

Children’s books can play a significant role in fostering this development by utilizing humor as a vehicle. Humor not only engages children and captures their attention but also helps them navigate and understand complex emotions in a lighthearted manner.

Through humorous children’s books, young readers can learn important social skills such as empathy, self-awareness, and emotional regulation. Characters in these books often find themselves in funny and relatable situations that allow children to explore different emotions and perspectives. By laughing at the characters’ mishaps and follies, children are encouraged to reflect on their own feelings and reactions, fostering a greater understanding of themselves and others. Also, humor in children’s books can serve as a coping mechanism, teaching children to find joy and resilience in challenging situations.

Children's literature authors skillfully leverage children's sense of humor to create engaging and playful scenarios that foster relationship-building and social-emotional learning (Bergen, 2021). Incorporating humor into children’s books is a powerful strategy for promoting social and emotional development. The authors of the books included here have provided delightful and relatable frameworks for understanding emotions, developing empathy, and learning social skills within humorous stories that can help children build a solid foundation for their emotional and social well-being.

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Wordy Birdy (2019) by Tammi Sauer, illustrated by Dave Mottram Oklahoma author Tammi Sauer wrote an uproarious romp through the woods with Wordy Birdy at the helm. With her incessant chatter and her pals' valiant attempts to steer her clear of danger, the narrative brims with humor and heart. Yet, as Wordy Birdy hurtles toward peril, will her heedless nature lead to her undoing, or will she heed the wisdom of her friends? Dive into this hilarious tale and discover the power of listening amid the chaos of Wordy Birdy's world.

Race through the pages to allow children to experience Wordy Birdy's non-stop chatter firsthand and prepare for hearty laughs. With her loyal friends Squirrel, Raccoon, and Rabbit by her side, the hilarity doubles as they try to rescue her from one mishap after another. But amidst the humor, there's a crucial lesson waiting to be learned: Wordy may be able to talk her way out of trouble, but she must also grasp the importance of listening to her friends when it truly matters.

Don't Blink (2020) by Amy Krouse Rosenthal, illustrated by David Roberts

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Author Amy Krouse Rosenthal offers a playful twist that's sure to keep young readers engaged until the very last page. The premise is simple yet irresistible: if kids manage to resist reaching the end, they can postpone bedtime for just a little longer. The challenge itself is bound to elicit giggles, but here's the catch - every time a kid blinks, a page must be turned. So, the stakes are high as readers are urged, "Don't blink!" with a sense of urgency that only amplifies the laughter and excitement. With each turn of the page, "Don't Blink!" invites readers into a world of inventive challenges to stave off the inevitable blink. Every page offers a new twist to keep young eyes wide open, from silly jokes to unexpected surprises. Whether it's a hilarious illustration or a clever interactive element, each turn brings fresh excitement and anticipation.

Get ready for a bedtime or naptime battle like no other! With a mischievous stuffed owl as your guide, this simple yet adorable story promises an engaging challenge that kids won't be able to resist. In the heartwarming tale, laughter becomes the glue that binds together those sharing the story during bedtime or naptime rituals. As giggles fill the room and smiles light up faces, connections deepen between the storyteller and the eager listeners. With each turn of the page, the joy of shared laughter creates lasting memories and strengthens the bonds of family and friendship.

I'm a Unicorn (2022) by Helen Yoon In Helen Yoon's whimsical tale, a young calf is convinced that having only one horn makes it a unicorn. Armed with impeccable logic, the calf argues that "uni" means one and "corn" means horn, solidifying their conviction. However, as the calf delves deeper into its research, doubts begin to creep in. Amidst this identity crisis, unexpected support arrives from a herd of “real” unicorns, offering the calf the reassurance it seeks. With help, the calf learns to embrace itself just as it is.

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With Yoon's signature comedic touch, she delivers a heartwarming tale of self-discovery and acceptance, urging readers of all ages to embrace their true selves, whether unicorn or otherwise. Get ready for a laugh-out-loud adventure celebrating the power of self-determination and the beauty of individuality. Packed with quirky illustrations and playful humor, this book is a delightful addition to any collection of unicorn stories, guaranteed to tickle funny bones and inspire self-acceptance.

Buffalo Fluffalo (2024) by Bess Kalb, illustrated by Erin Kraan Bess Kalb created the lovable Buffalo Fluffalo, a silly buffalo who tries to puff and bluff his way into appearing bigger than he truly is. From the moment Buffalo Fluffalo arrives, he's brimming with self-importance, stomping around and raising clouds of dust to assert his superiority over other creatures. But as he alienates potential friends with his bravado, Buffalo Fluffalo finds himself alone and disheartened. Then, a sudden rain shower reveals the true extent of his fluffiness, leaving him soggy and exposed. In a heartwarming twist, the other animals, who had seen through Buffalo Fluffalo's facade all along, gathered around to offer comfort and reassurance. Through their kindness, Buffalo Fluffalo learns that true greatness comes from within, regardless of size or appearance.

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With its endearing portrayal of insecurity and its uplifting message of self-acceptance, this charming, silly, rhyming book will surely capture readers' hearts and laughter. "I'm the Buffalo Fluffalo. I heave and I huffalo. Leave me alone because I've had enuffalo (Kalb, 2024)."

Kalb navigates through the hilarious antics of this larger-than-life character, delivering a message of humility and self-discovery along the way. Get ready to laugh, smile, and cheer on Buffalo Fluffalo as he learns that being yourself is always enough.

Sleepy Sheepy and the Sheepover (2024) by Lucy Ruth Cummins, illustrated by Pete Oswald Author Lucy Cummins takes us with Sleepy Sheepy on his first-ever sleepover at Grammy and Grampy's house! Sleepy Sheepy is bursting with excitement as he packs his suitcase and goes to Grammy and Grampy Sheepy's house. Imagining all the fun he'll have with his "two favorite folks," he eagerly anticipates the night ahead. But as bedtime approaches and he bids his parents goodnight, Sleepy Sheepy suddenly feels a wave of apprehension. The reality of the sheepover doesn't quite match his expectations. Sleepy Sheepy struggles to settle into unfamiliar surroundings with scratchy blankets, mismatched pajamas, a twisty tummy, and misty eyes. Not even Grampy's potato collection can distract him from his homesickness.

Sleepy Sheepy feels lost and unable to articulate his feelings to his beloved grandparents.

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But Grammy and Grampy, wise as they are, know just what to do. With a batch of freshly baked cookies, a bedtime story featuring a cow, "Goodnight Mooo'n," and a dance party to "Let It Bleat" by the "Woolen Stones," they create a comforting and familiar atmosphere for Sleepy Sheepy. As exhaustion finally takes over, Sleepy Sheepy snuggles into bed, ignoring the scratchiness of the blankets, and drifts off to sleep, feeling "right at home" in the loving embrace of his grandparents.

Prepare to chuckle and nod as you dive into the relatable bedtime antics of Sleepy Sheepy and the Sheepover. Cummins crafts a delightful read-aloud with its gentle humor and engaging rhymes that will resonate with any child who has experienced the jitters of their first sleepover.

While the story may follow a familiar path, the journey is filled with laughter and warmth, especially for little ones who have embarked on or may be going to their own "sheepovers" at a cherished friend or relative's home.

Woo hoo! You're Doing Great! (2023)

By Sandra Boynton What happens if your cheerful chick stumbles and falls short of its goal? Fear not—your upbeat chicken just needs a gentle reminder that mistakes are a natural part of life. This simple message serves as its own pep talk, enriched by the wisdom that mistakes provide valuable opportunities for growth and learning. So, go easy on yourself, little chickens! And here's the best part--instead of relying on external validation, like from a chicken, why not give yourself

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a hearty "WOO HOO!" every day? We all need a "booster chicken" to remind us that we're doing great, even in moments of doubt or struggle, such as when learning a new skill.

This encouraging book strikes the perfect balance of humor and wisdom, delivering its message with wit and brevity. With Boynton's lively and whimsical illustrations, guaranteed to induce giggles, this book drives home its essential lesson in a fun and memorable way. WOOHOO! It's an ideal tool for nurturing healthy self-esteem. While this book is perfect for a child navigating the stresses of the world, it's equally delightful for adults who could use a boost. It's heartwarming to see the message of encouragement resonate with readers of all ages. The book delivers a lovely reminder about the power of encouragement and the importance of embracing mistakes as opportunities for growth rather than succumbing to negative self-talk.

The selected books use humor to provide a unique way for children to connect with stories and characters, making learning more engaging and memorable. Children's literature that addresses social and emotional themes can teach important social skills in relatable and imaginative ways. A 2020 study by Pulimeno, Piscitelli, and Colazzo identified numerous research works affirming that children's literature imparts fundamental values beneficial to their lives. Be intentional about selecting humorous children’s books to teach social-emotional skills as children learn to appreciate different perspectives and emotions through the lens of humor.

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References Research: Bergen, D. (2021). Play as a context for humor development. In D. Pronin-Fromberg & D. Bergen (Eds.), Play from birth to twelve (pp. 324-337). Routledge.

Pulimeno, M., Piscitelli, P., & Colazzo, S. (2020). Children’s literature to promote students’ global development and wellbeing. Health Promotion Perspectives, 10(1), 13. https://doi.org/10.15171/hpp.2020.05 Children’s Literature: Children’s Literature: Boynton, S. (2023). Woo hoo! You’re doing great! Little Brown Books for Young Readers. Cummins, L. (2024). Sleepy sheepy and the sheepover. (P. Oswald, Illus.). Flamingo Books.

Kalb, B. (2024). Buffalo fluffalo. (E. Kraan, Illus.). Random House Studio. Krouse Rosenthal, A. (2020). Don’t blink. (D. Roberts, Illus.). Dragonfly Books.

Sauer, T. (2019). Wordy birdy. (D. Mottram, Illus.). Dragonfly Books.

Yoon, H. (2022). I’m a unicorn. Candlewick.

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Marla Pankratz is an early childhood educator and instructor with over 20 years of experience in the field. She has dedicated her career to advancing the quality of education for young children through innovative teaching methods and research. Her passions include laughter, developmentally appropriate practice, and student passion projects. She can be reached at marla.pankratz@swosu.edu Robyn Randol teaches higher elementary courses for preservice teachers and directs the Elementary Education program at SWOSU. Her steadfast commitment to serving as a role model underscores her dedication to instilling values of integrity, compassion, and excellence within the educational community. She can be reached at robyn.randol@swosu.edu.

Dawn Keller enjoys working as an advisor for the School Counseling program and teaching School Psychometry graduate students in the counseling and assessment courses. Her passions include trauma and crisis counseling, building relationships and long-lasting connections, and the healing power of connection and grace through reaching and teaching graduate students.

She can be reached at dawn.keller@swosu.edu

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Instructions for Submission: Authors are required to submit only unpublished articles not under review by any other publication. Manuscripts should be typed, double spaced, not right justified, not hyphenated, and should follow APA, 7th Edition guidelines (Publication Manual of the American Psychological Association). Reference pages will not be included in total word count. Tables and graphs can be used when necessary. Manuscripts will be reviewed anonymously by three members of The Oklahoma Reader Editorial Review Board. Manuscripts are evaluated on the basis of clarity, interest, organization, content, and style. If accepted, revisions may be requested. The editors reserve the right to revise and/or edit all copies.

Submit the manuscript electronically as a Word document attached to an e‐mail message addressed to oklahomareader@gmail.com. Submit a separate cover page with the article title, professional affiliation, complete address, e‐mail, and phone number of the author(s).

The Oklahoma Reader welcomes manuscripts that support the growth and development of classroom teachers, reading specialists, and other literacy professionals throughout their careers. Considering that the main audience of The Oklahoma Reader consists of PreK‐12 teachers, manuscripts that offer practical ideas for successful literacy instruction are encouraged and prioritized.

The Oklahoma Reader seeks the following submissions:

Literacy Columns: submissions of 500-1,000 words.

Off the Shelf: Book reviews which summarize and review professional development literature or children's literature titles. These book reviews may feature a summary and critique of the book content, and/or approaches to implementing in teaching.

Celebrating Literacy: Submissions which highlight and celebrate school, personnel, and student successes and/or innovations that promote literacy.

An excellent opportunity to recognize supportive members of school communities.

Diverse Learners: Succinct description of evidence-based ideas and strategies for effective teaching and learning which target the specific needs of diverse learners (i.e. Multi-language and English Learners, learners of varying academic ability, students with exceptionalities, and specific, diverse backgrounds and personal experiences).

Tech Talk: Incorporating current and/or new technology in literacy instruction. The benefits of digital and media instruction can be included.

Policy & Advocacy: Submissions which focus on current Oklahoma and/or federal legislation related to literacy, existing policies which relate to literacy, and/or suggested responses to proposed legislation. Intended to support positive, informed advocacy efforts of OKLA membership.

GUIDELINES FOR AUTHORS for The Oklahoma Reader Submission deadline for Fall 2024 issue: October 4 , 2024

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Guidelines for Authors, Continued Teacher to Teacher: submissions of 1,500-4,000 words.

Submit descriptions of research-based teaching activities that have helped students learn an essential literacy skill, concept, strategy, or attitude. Submissions should include an integration of research supporting the activity with the following format: Title Purpose of activity, including the literacy skill, concept, strategy, or attitude the students will learn.

For the teaching activity, please include examples and sufficient detail so someone could effectively implement the activity.

Research Summary: submissions of 1,000-2,000 words.

Literature review summarizing current and relevant research, books, and articles which explain and evaluate literacy topics of interest.

Literacy Research: submissions of 3,000-7,000 words.

Submit descriptions of research or inquiry conducted in classrooms. Submissions should align with the following format: Abstract of no more than 250 words which summarizes the research questions, methods, and findings of the study.

Description of the central questions, current literature, theoretical framework, participants, methodology, findings and recommendations, and discussion of limitations and implications.

Membership in the Oklahoma Literacy Association (OKLA) gives all persons interested in literacy education the opportunity to develop and support literacy initiatives and activities at the local, state, national, and international levels.

Opportunities to participate in activities that support quality professional development, partnerships with other agencies advocating for literacy, research, as well as the promotion of quality instruction, materials, and policies are all extended and enriched through membership in OKLA. We invite you to become a member of the Oklahoma Literacy Association if you are not yet a member!

Membership information can be found here. https://www.oklahomaliteracy.org 91

VOLUME 60

ISSUE 1

SPRING 2024

THE OKLAHOMA READER A JOURNAL OF THE OKLAHOMA LITERACY ASSOCIATION, AN AFFILIATE OF THE INTERNATIONAL LITERACY ASSOCIATION Editors

Dana Oliver DiAnn McDown Mary Sloat Kelly Baker

Southwestern Oklahoma State University University of Central Oklahoma Garber High School University of Central Oklahoma

Editorial Review Board

Julie Collins Jill Davis Linda McElroy Melissa Brevetti Keith Higa Kim Duck Regina Lopez Claudia Otto Kristan Nicole Pearce Holly Rice Lynn Schroeder Jill Tussey Ashley Valencia-Pate Amanda Wilson

University of Central Oklahoma University of Sciences & Arts of Oklahoma University of Central Oklahoma OSHRE University of Central Oklahoma University of Central Oklahoma University of Central Oklahoma Oklahoma State University Texas A& M University-Commerce Cameron University Sequoyah Public Schools Buena Vista University-Iowa Oklahoma State University Oral Roberts University

Oklahoma Literacy Association Officers Chair Chair Elect Treasurer Past Chair ILA Coordinator

Sharon Morgan Dana Oliver

Oklahoma State Dept. of Education Southwestern Oklahoma State University

Liz Willner

Oklahoma City University

Eileen Richardson

Cameron University

Marie Farley

Oklahoma Baptist University

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