The Three-Year-Old

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The Three-Year-Old

Posted by Bethany Silva on October 04, 2016

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21st Century Reader Response

I just read an article by Ebony Elizabeth Thomas and Amy Stornaiuolo (Thomas & Stornaiuolo 2016) that looked at ways that young adults engage in textbending via social media. Textbending is "reimagining stories from nondominant, marginalized, and silenced perspectives" (p. 315). Thomas and Stornaiuolo argue that restorying via social media is a 21st century way for readers (who might not see their culture, gender, or other affinity group represented in literature) to engage in Rosenblatt's transactional theory of literacy , a theory that's marked by the ways a reader and a text interact. Thomas and Stornaiuolo's focus is on young adults, and reading their article made me think of some of the ways that restorying might be applied to early reading experiences. I've often heard people explain that they don't teach critical literacy to young children because they aren't ready for the types of conversations critical literacy brings up. Conversat

Talking About Slavery with the First Grader

The first-grader came home from library day with books about Abraham Lincoln because he wants to understand slavery. Which means he's going to want to talk about race. Slavery is on the first grader's mind. At least fifteen times a day, the first grader asks about slavery and how it started and were the only slaves Black people and is it over and what was it like and why did people think it was okay. And I, like so many other White parents, have been seeking to develop my toolbox of ways to talk about slavery and race with him. Since I study literacy and education, my go to is to turn to research and theory as a place to start. So today, I'm going to turn to Boler & Zembylas's (2003) work on pedagogies of discomfort because it gives me some helpful ideas to respond to the ways my stomach churns when the first grader asks me to talk about topics like race. In their essay, Boler & Zembylas discuss the way that, in a classroom that engages with concepts

You are NOT the Poky Little Puppy: Talking about Picture Books with the Three-Year-Old

Ruth's post last week led to a lively discussion in the CLC about The Poky Little Puppy , a picture book that continues to live in our house despite the fact that the three-year-old finds it deeply disappointing (don't worry, I'll explain). And THAT led to a conversation about what types of talk you might engage with around picture books, especially because I am, I fully admit, a bulldozer of a reader when I read with my own children. I start the book, I read the words, I do the voices, and the three-year-old generally lets me be the talker the whole time. However, as Ruth mentioned in her post, one of the benefits of read-alouds is the dialog that children engage in and the subsequent language development that ensues (Cochran-Smith, 1984). That leads me to The Poky Little Puppy , which leads me to the image at the top of the page. What's wrong with this image, you say? Well, if you were the three-year-old, you would be extraordinarily miffed by the fact that, a

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The Three-Year-Old

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