Literacy Now

by Paul Morsink

At what point does a new technology become so ubiquitous, so familiar and taken-for-granted, that assessing students’ performance in the absence of that technology is seen by researchers, educators, and students themselves as artificial or unfair?

The National Assessment of Educational Progress (NAEP) offers different answers, depending on whether we’re talking about reading or writing.

In 2010, the authors of the NAEP Writing Assessment clearly felt a tipping point had been reached. They voted to deliver the 2011 Writing Assessment in a fully digital format and, for the first time, to give students the option of accessing a variety of digital writing supports (e.g., copy/paste, text-to-speech, spell-check, thesaurus).

The rationale for this move (laid out in the 2011 NAEP Writing Framework document) makes for interesting reading. After describing at some length the reality that new “communications technologies [have] changed the way people write and the kinds of writing they do,” the authors asserted the following:

[E]liminating access to common word processing tools on the computer would create a highly artificial platform for composing, since a writer normally has access to and uses at least some common tools when composing on a computer. The purpose of assessing writing produced on the computer comes into question when access to such common features of word processing software is eliminated. (p. 9)

The authors acknowledged that some students “who are not comfortable with electronic composition” may be disadvantaged by the digital format. At the same time, they pointed out that “a paper and pencil assessment would create similar issues of bias for students who commonly use computers to write” (p. 8). At the end of the day, then, they decided to go digital and allow digital writing supports because the “NAEP Writing Assessment [should reflect] the way [most of] today’s students compose—and are expected to compose—particularly as they move into various postsecondary settings” (p. vi).

So much for the design of the 2011 NAEP Writing Assessment. (See Dana Grisham and Jill Castek’s October blogpost for discussion of the 2011 Writing Assessment results—in particular the finding that students who used digital tools scored, on average, higher than students who did not use them.)

By contrast, the authors of the NAEP Reading Assessment see the world differently. In the 88-page Reading Framework document they do not devote a single sentence to acknowledging the fact that in U.S. classrooms, and especially outside school, K-12 students starting in Kindergarten are today spending more and more time reading on screens, in an expanding array of genres and formats, for traditional and new tasks and purposes (e.g., studying for an upcoming test as well as exploring a friend’s social media platform profile), and with access to a variety of digital reading supports (text-to-speech, online dictionaries, etc.) (e.g., Barone, 2012; Beach, 2012; Kaiser Family Foundation, 2010; Lenhart, 2012; Rainie et al., 2012).

Indeed, the Reading Framework document uses the word computer only once, simply stating that, “it is difficult to include [computer-based electronic texts] in ways that reflect how students actually read them in and out of school” (p. 6). (The paragraph does not elaborate on the precise nature of the difficulty.)

For these authors, apparently, the tipping point has not yet been reached. For now, in their view, a paper and pencil assessment of “what students know and can do” is still fair, accurate, and valid. Eliminating the tools that readers normally have access to and use at least some of the time when reading on a computer, tablet, or mobile device does not pose a problem.

Figure 1. Two contrasting visions of 21st century literacy. Half of these photographs are from the NAEP Writing Report; the other half are from the Reading Report. Can you guess which are which? (Move your cursor over the image to see answers.)

As of next year, however, the Writing Assessment and Reading Assessment will no longer be the only NAEP literacy games in town. NAEP is currently developing a new assessment, the Technology and Engineering Literacy Assessment, to be inaugurated in 2014. Among other things, it will contain questions and performance items pertaining to Information and Communication Technology (ICT). Students will be assessed for their ability “to employ technologies and media to find, evaluate, analyze, organize, and synthesize information from different sources” (p. 8).

In many ways, this new NAEP assessment looks like what could be the future of the Reading Assessment—a future that the authors of the Reading Assessment have so far refused or ignored. Consequently, it appears that—for a time, at least—we may have two different sets of NAEP data to turn to when we want to know how well U.S. students are reading. The NAEP Reading Assessment will tell us about students’ levels of proficiency with traditional print literacy. The NAEP Technology and Engineering Literacy Assessment will tell us about their proficiency with the new literacies of ICT-enabled reading and learning. And this may be a very positive development. If nothing else, it may deepen our understanding of the idea that, today more than ever, reading and writing are non-unitary constructs (Duke, 2005).

Figure 2. Area 3 (“Information and Communication Technology”) of the NAEP Technology and Engineering Literacy Assessment contains five “sub-areas” in which students are assessed. Area B covers “information research.” Source: 2014 Abridged Technology and Engineering Literacy Framework.

References

Barone, D. (2012). Exploring home and school involvement of young children with Web 2.0 and social media. Research in the Schools, 19(1), 1-11.

Beach, R. (2012). Uses of digital tools and literacies in the English Language Arts classroom. Research in the Schools, 19(1), 45-59.

Duke, N. K. (2005). Comprehension of what for what: Comprehension as a nonunitary construct. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 93-104). Mahwah, New Jersey: Lawrence Erlbaum.

Kaiser Family Foundation. (2010). Generation M: Media in the lives of 8-to 18-year-olds. Menlo Park, CA: Kaiser Family Foundation. Retrieved from http://www.kff.org/entmedia/entmedia012010nr.cfm

Lenhart, A. (2012). Teens, smartphones & texting. Pew Research Center’s Internet & American Life Project. Retrieved from http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx

National Assessment Governing Board. (2010). Reading framework for the 2011 National Assessment of Educational Progress. Washington, DC: National Assessment Governing Board.

National Assessment Governing Board. (2010). Writing framework for the 2011 National Assessment of Educational Progress. Washington, DC: National Assessment Governing Board.

Rainie, L., Zickuhr, K., Purcell, K., Madden, M., & Brenner, J. (2012). The rise of e-reading. Washington, DC: Pew Internet & Family Life Project. Retrieved from http://www.pewinternet.org

Paul Morsink is a doctoral student in Educational Psychology and Educational Technology at Michigan State University, morsinkp@msu.edu.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).

 

Mentor texts or texts that serve as examples for different types of writing can be especially helpful for writing teachers at every grade level. Teachers can use them as exemplars for good writing or can draw examples of one of the six traits of writing from their pages so that their students know exactly what conventions and presentation, ideas and content, organization, sentence fluency, voice, word choice involve. By relying on published texts that epitomize one of the six traits, teachers can help students gain confidence as they develop into proficient writers. This week’s book reviews from members of the International Reading Association's Children’s Literature and Reading Special Interest Group focus on writing mentor texts. Learning from expert writers or mentors can reap bountiful harvests when it comes to writing and self-expression.  Teachers may be interested in checking out “Plugged In: Coming to You Live … Mentor Texts” on Engage or ReadWriteThink's multitude of lesson ideas for using mentor texts. Also check out the teacher-created blog called Teach Mentor Texts.

 

GRADES  K-3

 

Dahl, Michael. (2013). Goodnight, baseball. Illus. by Christina Forshay.
Mankato, MN: Capstone Press/ Picture Window Books in conjunction with Sports Illustrated for Kids.

A father/son day at the baseball park is the setting for this book. Told in somewhat uneven rhyme, usually from the boy’s point of view but also from an outside narrator, the thrill and excitement of a baseball game is described. Borrowing the nocturnal pattern from Margaret Wise Brown’s Goodnight Moon (1947), the young boy ends his baseball-filled day saying goodnight to the teams and continues with “Goodnight, diamond. Goodnight grass/ Goodnight, home plate/ where each runner ran past.” (pp. 19 & 20). After reading this book aloud, teachers might pose the question to students about a big day they themselves experienced and how they would say goodnight to the many things that they encountered during that special day. Readers can enjoy a book trailer at the publisher’s website. 

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Fandel, Jennifer. (2012). You can write awesome stories. Mankato, MN: Capstone Press.

Perfect for beginning writers or even those who are a little bit older but lack confidence about being able to write, this book offers tips for how to tell a story effectively. The author briefly covers essential writing topics such as character development, setting, plot, mood, and dialogue as well as how to add details to a story. The author reminds readers that it’s important to grab readers’ attention from the beginning of the story, but as important as the way a story starts may be, the ending is also important. For each topic, there is an example and an exercise for would-be writers to try out. This is a good introductory text even though it is not comprehensive in its scope. Writing teachers can use the exercises as starting places upon which they can build with their own examples and lessons.

- Barbara A. Ward, Washington State University Pullman

 

Ganeri, Anita. (2012). Action words: Verbs. Mankato, MN: Heinemann Library.

Writers, especially those who are just learning to practice their craft, are always looking for words to use in their writing. Part of a series on different parts of speech and words that can add vibrancy to writing, this introductory book provides an explanation of the role of grammar in writing and then offers a brief tutorial on verbs, including examples exploring verb tense and active and passive verbs. The author even acknowledges that passive sentence construction may function in a more gentle way than active construction; for instance, “The boy hit the ball” may be a stronger sentence than “the ball was hit by the boy,” but there are times when passive construction is more appropriate. The book contains examples in simple sentences accompanied by photographs that help young writers understand this important part of speech. Although brief, the book covers a lot of ground. Teachers will want to use this title as a starting place before introducing even more examples of how verbs can enliven sentences.

- Barbara A. Ward, Washington State University Pullman

 

Nunn, Daniel. (2013). True or false? Seasons; True or false? Colors; True or false? Farm animals; True or false? Transportation; True or false? Weather. Mankato, MN: Capstone Publishers/Raintree.

Almost everyone knows how to play the True and False game. The author has created a series of books that uses this familiar format to present the topics of season, colors, farm animals, transportation and weather. Each book begins with a statement such as: “The Seasons. A season is a period of time. The year is divided into four seasons. How much do YOU know about the seasons?” (p. 4). Each book then launches into statements, or sometimes misconceptions, about the topic. The bottom of each page has a large red and green box asking readers to decide if the statement is true or false. The following page holds the answer as well as explanatory statements. For teachers who are looking for early research activities with young students, this nonfiction series provides a mentor text series of books that will guide the reading and research of primary age students.

- Karen Hildebrand, Ohio Library and Reading Consultant

Parish, Peggy. (1963). Amelia Bedelia. Illus. by Fritz Siebel. New York: Harper and Row.

For fifty years, teachers have been using the many Amelia Bedelia books, including this one, as mentor texts to illustrate vocabulary, idioms, homonyms, and homophones as Amelia and her feather duster share her hilarious mix-up of words and expressions. This year HarperCollins has prepared a 50th Birthday celebration of the character and book that started it all. Teachers can enjoy the downloadable party kit “friend” Amelia on Facebook or Twitter. There are Amelia Bedelia books for a plethora of occasions and everyday situations. Although the book’s originator died in 1988, her nephew Herman Parish picked up the family trade and continued writing the Amelia Bedelia stories. There are numerous videos available on YouTube depicting many, many of the Amelia books through book talks, book trailers, and full readings of her stories.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Shapiro, David. (2013). Tool. Time. Twist. A brief history of tools through time. Illus. by Christopher Herndon. Portland, OR: Craigmore Creations.

Teachers who are looking for a way to introduce simple machines might like to start with this interesting approach to the history of tools, in addition to trying this particular format as a writing prompt or mentor text. Each double-page spread introduces a tool chronologically according to when the tool was developed. Page 2 opens the history with “What’s the tool? Sticks and stones! What’s the time? 2.5 million years ago!” Page 3 continues the chronology, “What’s the twist? Humans and our ancestors are not the only ones to use tools. Otters, octopuses, chimpanzees, and crows have all been known to use them too.” The format is launched, and the Tool Time Twist begins. This writing pattern could be applied to any nonfiction topic as guided research for information.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES  3-5

 

Asselin, Kristine Carlson. (2013). Think for yourself: Avoiding plagiarism. Mankato, MN: Capstone Press.

After defining what plagiarism is for those who may not know or who may regard copying someone’s words as a form of flattery, the author offers suggestions about how to avoid it and why someone else's work cannot be used without crediting the source. This is an excellent introductory text on plagiarism since students often start writing reports during the early years of school. A unit on report writing and research would be remiss if it failed to address this particular topic since even many college students don't realize what plagiarism is, why it's wrong, and its possible consequences. Colorful photographs showing young scholars hard at work accompany the text, part of the Research Tool Kit: Think for Yourself series, the titles of which provide support for academic writing lessons, even on an introductory level.

- Barbara A. Ward, Washington State University Pullman

 

Florian, Douglas. (2012). UnBEElievables. New York: Simon & Schuster/Beach Lane Books.

Using poetry as an entrance point to science, nonfiction, or nature is not new. The poet however creates a word-filled world brimming with the warmth of the sun and the variety of a garden, peppered with rhymes that are fun to hear and say, and yes, interesting information in the book’s pages. Readers are introduced to the bee’s world and its various parts, the hive, anatomy, queen bee, drone, worker bees, the bee dance, life cycle, swarm, the pollen and honey. Much of the poetry and information can be discussed with students, read aloud, or used to inspire drawings.  This is also a great mentor text for students working on projects involving bees or any life cycle. The book is perfect for an entire class project (where students choose to do a small bit of the whole) or a small group project (where students get to do a part that is of interest to them). Students can practice writing poetry and non-fiction passages by following the text styles. This book is a great addition for classrooms dedicated to exploring the world around us.

- Rani Iyer, Washington State University Pullman

 

Guillain, Charlotte. (2012). Jobs if you like reading and writing. Mankato, MN: Heinemann Educational Books.

As is the case with the other titles in this series, this entry in the Jobs if You Like...series encourages young readers to draw upon their skills and interests as they consider the right jobs for them later in life. It’s never too early to begin preparing for a career. Someone who enjoys reading and writing, for instance, might enjoy being a librarian, a journalist, an editor, a bookseller, a translator, or a web content manager, among the other careers listed in the book. The author explains how reading and writing skills are useful in those fields and then includes a table that describes the best part of each job. Some of the jobs such as acting are jobs that many readers will not have linked to reading and writing. The photographs that accompany the text show all sorts of individuals enjoying what they are doing. Maybe with a little more foresight and preparation, more adults will enjoy their own lifework. This book might provide a gentle nudge in the right direction.

- Barbara A. Ward, Washington State University Pullman

 

Hopkins, Jackie Mims. (2013). Prairie Chicken Little. Illus. by Henry Cole. Atlanta, GA: Peachtree Publications.

What happens when you cross a Chicken Little story with a new ecosystem? You get a variant on the original Chicken Little story, but this time there is an unexpected “rumbling and a grumbling and a tumbling” (p.1). Mary McBlicken, the prairie chicken, is “out on the grasslands where bison roam” (p.1) when she hears these outrageous sounds, fears “A stampede’s a coming” (p.2), and hightails it back to the ranch. On her frantic trek she runs into her friends the prairie dog, the jackrabbit, the meadowlark, and then … Slim Brody, the sly coyote. Slim helpfully offers to show the prairie friends a shortcut to the ranch. As young readers will predict, Slim is up to no good. Teachers will want to share other versions of the Chicken Little story such as Rebecca Emberley’s Chicken Little (Roaring Brook Press, 2009) or Steven Kellogg’s Chicken Little (HarperCollins, 1985). Teachers might also like to introduce Prairie Chicken Little with this video rendition. They might want to connect a short science lesson with a photograph and paragraph about the endangered Prairie Chicken. 

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Marsalis, Wynton. (2012). Squeak, rumble, whomp! Whomp! Whomp!: A sonic adventure. Illus. by Paul Rogers. Somerville, MA: Candlewick.

With several distinctive visual and textual references to the sights, sounds, and flavors of New Orleans, this picture book illustrates how much rhythm can be found in everyone’s daily lives. A boy starts off his morning by opening a back door with its familiar squeak and pauses a moment to savor the sounds that typify his home and neighborhood. As he follows the routines of the day, he hears music in the simple act of buttering toast or the sounds made by a barber's clippers gliding along his now-smooth and close-cropped head. The various sounds are interesting enough in their own right, but when they all come together in a cacophony of notes on the book's last pages, readers will be tempted to tap out some beats of their own. This is a great read aloud title filled with several examples of onomatopoeia for budding writers and musicians. The ink illustrations that were finished digitally allow the sounds to receive attention as they move across the book's pages in harmony.

- Barbara A. Ward, Washington State University Pullman

 

Rissman, Rebecca. (2012). Be the best at writing. Mankato, MN: Heinemann/ Raintree.

This helpful writing primer provides several simple but effective tips on how to be a better writer. Late elementary and early middle graders will find it helpful to be reminded of the importance of purpose and audience when they choose words for their written pieces as well as the necessity to narrow their focus before they begin a piece. The author even makes suggestions about preparing and polishing a paper so that it looks finished before turning it in and how to get organized before writing or studying. For instance, it’s a good idea to gather all the necessary materials, including snacks, before beginning to write. The tips that have been provided are also tested throughout the book as readers have a chance to respond to a question about writing after each tip section.

- Barbara A. Ward, Washington State University Pullman

 

Salas, Laura Purdie. (2011). Picture yourself writing poetry: Using photos to inspire writing. Mankato, MN: Capstone Press.

Teachers and budding writers can find lots of advice on poetry writing in this book. Even if they choose not to write poetry but to use the photographs or exercises as writing prompts, so much the better. Topics range from choosing a topic or focus for a poem to enhancing a piece by adding sensory details, moody verbs, unexpected words, unusual characters, and even arranging words on a page to create the intended effect. The author even discusses concrete poems and provides brief examples of all the techniques being explored in the book. This is a great writing primer, filled with ideas teachers can use with little modification. Readers will wish for even more tips, examples, and full-page photographs to inspire writers. This title is sure to build confidence in even the most inexperienced writing teacher.

- Barbara A. Ward, Washington State University Pullman

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

by Mary Beth Scumaci

Einstein once said “Logic will get you from A to B. Imagination will take you everywhere.” Isn’t that what we want for our students – imagination and creativity, balanced with the logic of learning and critical thinking? Technology integration combined with using web tools can assist us with achieving these goals.

Yet, there are so many web tools out there that it can be well, just overwhelming. When you hear the words web tools, you may feel a variety of emotions from excitement and curiosity to sheer frustration. Which should I use? How will I integrate it? Do I have time for this? With so many web tools out there, it is hard to research and decide which ones to add to that tech savvy tool box of yours.

The web tool I am highlighting today is screen casting. There are a variety of screen casting software options out there including CamStudio, SMART Recorder in the Notebook software, Camtasia Studio, and my current favorite, Screencast-O-Matic. You can find free and paid subscriptions for screen casting software, one of them is sure to fit your needs.

Sreencast-O-Matic is an audio and screen capture recording software. The software has amazing potential and is quite simple to use. It offers a free version as well as a pro version paid subscription. Once downloaded, you can resize anything on your computer screen and record it while narrating what you are demonstrating or teaching. Once the recording is finished, you can use it as-is or apply the editing tools to enhance your project. Then you can post your project to YouTube, save as video file and post to your websites, and on the Screencast-O-Matic server. The website is user friendly and offers several short, clear training tutorials on different functions and tools to use while you are designing your projects.

Mrs. Darlene Swannie teaches at Transit Middle School in the Williamsville Central School District in East Amherst, New York. She uses the SMART Recorder in the Notebook software to record lessons and post them to her classroom home page. See this example of a lesson she recorded on Punctuating Quotations:

Mrs. Swannie uses her friendly, warm teacher voice to narrate a lesson on how to properly punctuate quotation sentences. She walks students through the punctuation process one step at a time while using expression and intonation, a curser to guide the process, and colored text to highlight where the correct punctuation and capital letters should be written. One of her grade 5 students recently stated “This is very good! If I forget something, it’s right there to remind me. It’s kind of like having Mrs. Swannie teach you wherever you are.” 

You can integrate screen cast technology into your teaching in a variety of ways, including recording lessons to use while you teach, as student reinforcement exercises posted on your teacher webpage, preparing and leaving plans for while you are away from the classroom. The ideas are endless and only limited by your own creativity. Children will love hearing your voice in your absence or during reinforcement exercises. It’s the next best thing to taking you home with them!

I highly suggest investigating Screencast-O-Matic, SMART Recorder, CamStudio, Camtasia Studio, or some other screen cast recording tool. Adding it to your technology toolbox will allow you to create fun and engaging lessons for your students.

Mary Beth Scumaci is a Clinical Assistant Professor and Technology Coordinator for the School of Education at Medaille College in Buffalo, New York.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).

A typical problem I see with my ninth graders is differentiating between a specific detail and a general statement. I would imagine a couple grades above and below show similar problems, so this lesson should work for multiple grade levels.

This lesson takes some initial prep time, but once you set it up, you’re ready to go for all your classes this year and probably several years to come. In class, the students take the lead. Aside from a little guidance, they work together to figure it out themselves.

I use this activity to help teach the theme paragraph. It has a definite point to prove, but it is short enough that we can focus mostly on details. For an example here, I used a chapter from Robert McCammon’s BOY’S LIFE, “Old Moses Comes to Call.” However, you can easily adapt it to suit your assignment.

Time frame: One to two class periods.

The basic activity:

Step 1 (Prep)

Pick out ten or so specific detail sentences from a story or text you are studying. Then make up another ten not-specific detail sentences. Type them, print them out, and copy them so you have enough for everyone in your class. Click here to download a sample.

Next, cut the sentences into strips, so each sentence is on a strip. I use card stock, so the strips last longer. NOTE: You may want to number the strips before copying them to make your life easier in Step Three, or in case the papers get mixed together.

Step 2 (Group Time)

Put students in pairs. Give each pair a complete set of strips and tell them that their first mission is to sort the strips into details and non-details. I recommend pairs not only because it’s more engaging than solo, but also because if this skill is a weakness, the students will need the help.

Step 3 (Back to Full Class)

Bring them back together and go over their answers to explain why the specific ones are specific and the not-specific ones are not so. This is where the numbers on the strips are useful. I like to throw in overgeneralized examples with words like “always” and “everyone” in order to discuss that pitfall.

Step 4 (Back to Groups)

Students return to their groups. Each has a simple graphic organizer with the topic they must prove and two boxes. In one box, each student will copy three specific details he/she will use to support the topic. In the second box, each student will rewrite one of the non-specific details to make it specific.

My example has three boxes because they could also choose which theme they wanted to prove. Here, students have to sift through the examples and select ones that best support their topics.

Step 5 (Individual Time)

From this point, students construct their rough draft in whatever manner suits your needs.

Tech it up:

If you have access to a computer lab, you can put these words in a program like SMART Notebook, which is free, and you do not need a SMART Board to use it. This way the kids can treat this activity more like a computer game where they drag the details to the appropriate column. And for you, you will not have to run to the copy room or cut out hundreds of strips.

Click here to download the one I use; feel free to change some wording and steal my format. NOTE: You’ll need to download the SMART Notebook Interactive Viewer to be able to open the sample file if you do not already have this program.

If you click split screen (the icon at the top that looks like a windshield wiper), the kids will be able to drag the specific details into the graphic organizer. (Again, my example has an extra box so the kids could choose their topic.)

Cross that curriculum:

Certainly science and social studies assignments can utilize this same information, whether it’s for classifying types of rocks or contributing factors of the bubonic plague or the Civil War. So, adapt away!

Tony Varrato teaches English at Sussex Technical High School, in Georgetown, Delaware. He serves as Membership Chair on the Sussex Council Board for the Diamond State Reading Association and helps plan local literacy events. In addition, Tony is the author of several novels for teens, including FAKIE and OUTRAGE, both of which were selected for YALSA's Quick Picks for Reluctant Young Adult Readers lists.

Sometimes it’s easy to feel as though it’s impossible to make much of a difference in a world as big and as fast-paced as our own. It’s also easy to slip into a sense of complacency and comfort ourselves with the thought that everyone is treated fairly in these modern times. Surely, the fights for civil rights and social justice were fought—and won—decades ago. But that’s not the case at all. Wars and violent conflicts continue to rage across the world, and injustices crop up on a daily basis, both at home and abroad. As the calendar indicates that the days have moved firmly into the second month of the year with the promise of spring in a few weeks, there is no better time to examine our own actions and those of others as well as taking a closer look at books that center on issues of social justice. This week’s books chosen by members of the International Reading Association's Children’s Literature and Reading Special Interest Group celebrate individuals and groups that make a difference, making them perfect choices for classroom read alouds or as discussion starters. Interested teachers may be interested in the World Day of Social Justice on February 20. ReadWriteThink offers a wide variety of lesson ideas using concepts of social justice. Additionally, the Jane Addams Book Awards website is a great place to find lists of books on concepts of peace and social justice. The Pirate Tree: Social Justice and Children’s Literature has a useful list as well.

Grades K-3

Lyons, Kelly Starling. (2012). Hope’s gift. Illus. by Don Tate. New York: Penguin/G.P. Putnam’s Sons.

Released in time to celebrate the 150th anniversary of the Emancipation Proclamation, this story takes place in 1862 while the Civil War is raging. Hope and her enslaved family are kept working the cotton fields on a Southern plantation. After Papa has had enough on this particular Christmas Eve he decides to join the Union forces to fight for freedom. He leaves Hope and her brother Henry a conch shell and tells them to listen to the shell, and each time they hear the sounds within, they are to think of the sounds of freedom. That January 1, 1863, President Lincoln issues the Emancipation Proclamation. Though nothing much changes for Hope, Henry, and Mama, they continue to hope and pray for Papa’s safe return. As the war comes to end, one day they see a figure in a Union uniform come home, and it is Papa, ready to take them into the new and free life he fought so bravely to earn. Teachers may be interested in reading a letter from the author to her readers at the ReaderKidz blog.
Hope’s Gift is also featured on The Brown Bookshelf blog.

- Karen Hildebrand, Ohio Library and Reading Consultant

McKissack, Patricia & Fredrick. (2013). Booker T. Washington: African American leader. Berkeley Heights, NJ: Enslow Elementary Publishers.

This brief biography provides basic facts about Booker T. Washington and his determination to gain an education. So keenly did he feel the need for book-learning that he held a job while attending school and walked great distances for the classes for which he signed up. Once he had his diplomas in hand, he wanted to offer the same possibilities to others since he considered education to offer a way out of poverty and despair. By working to provide a place where others could follow his lead and attain an education, he instilled hope in a brighter future for poor African Americans. Archival photographs and drawings add to the inspiring story of one man who refused to let poverty keep him from learning and succeeding.

- Barbara A. Ward, Washington State University Pullman

McKissack, Patricia & Fredrick. (2013). Jesse Owens: Legendary track star. Berkeley Heights, NJ: Enslow Elementary.

Despite his family’s poverty and his own health issues, Jesse Owens worked hard to overcome adversity. Eventually he grew up to become a track star, but he still faced the racism and prejudices of his times. Although Owens could run fast, earning a track scholarship at Ohio State University, he could not outrun the unfairness that surrounded him even during athletic events. That was particularly noticeable during the 1936 Olympics. The pressure was on Jesse when he represented the United States in Berlin since Adolph Hitler considered the Olympics as a proving ground for his belief in white supremacy. Much to the Nazi’s disappointment and to the delight of many African Americans, Jesse proved him wrong by winning four gold medals and breaking five world records in track. The book is divided into short chapters describing Jesse's journey and following him briefly after the glory of the Olympics faded. There are several photographs included in this introduction to a fascinating man who used his own fame to help others.

- Barbara A. Ward, Washington State University, Pullman

Nelson, Kadir. (2013). Nelson Mandela. New York: HarperCollins/Katherine Tegen Books.

Kadir Nelson has once again created a children’s book masterpiece with his free verse writing and exquisite oil paintings on birch plywood illustrations, depicting the life of Nelson Mandela. Beginning with the full cover portrait of Mandela on the front and the title appearing on the back of the book, he tells the life story of Mandela, or Rolihlahla, his Xhosa name, which means troublemaker. It was a schoolteacher who gave him the name Nelson. As a bright child, Nelson was captivated by the stories of the village elders which taught him the history and exploitation of his country by Europeans. At the age of nine he leaves his village to get an education and eventually becomes a lawyer. While he is on his path to education he also experiences the injustices of apartheid and gets a close look at what is happening in his cruelly segregated country. His decision to become politically involved to end apartheid eventually leads to his arrest and 30 years in prison. Upon his release from prison years later, he again returns to the political scene to become the President of South Africa and lead his country into a state of equality. The book’s poetic prose does not describe all the difficulties Mandela encountered both politically and within his own personal life, instead focusing on the more philosophical journey of Mandela. The author notes at the end provide further back matter into Mandela’s life and triumphs. Teachers will want to visit Kadir Nelson’s webpage for a closer look at many of the illustrations in his new book or listen to this book summary on YouTube.

- Karen Hildebrand, Ohio Library and Reading Consultant

Smith, Charles R. (2013). Brick by brick.  Illus. by Floyd Cooper. New York: HarperCollins/Amistad.

Building the White House in Washington, D.C. required the hands of many people to get the job done. In rhyming text complemented by the illustrations of Floyd Cooper, this team of Coretta Scott King Award winners tells the story of slaves, laborers, and the many people who worked side by side to complete the construction of the home of the new nation’s President. Slaves in chains, rented from Southern plantation owners, were part of the construction crew since workers were a shortage at this time. The skills learned in the building trade that many of these slaves acquired on the job eventually helped them to buy their way out of slavery and give them a way to earn a living in their newly-earned freedom. An outstanding feature of this book, in addition to the facts of this little known story, is the way the illustrator has painted the expressions on the faces of the people involved in the enormous building project. The sweat, the hard labor, and yet the pride in being part of this project combine with the expressions of hope for the future to make this an inspiring story to share. Smith has added a detailed historical note at the end to add further information. Readers will want to visit the author’s web page for news about his writing, activities and other resources for students. 

- Karen Hildebrand, Ohio Library and Reading Consultant

Tallec, Olivier. (2012). Waterloo and Trafalgar. Brooklyn, New York: Enchanted Lion Books.

An editor’s opening note explains this French author/illustrator’s choice of the character names Waterloo and Trafalgar as being the two battle names that the French lost during the Napoleonic Wars. With orange for one character and blue for the other, the two military guards are on opposite sides of their walls where they keep constant vigil through their telescopes, all through the seasons of the year. Various little annoyances cause them to flare up and almost start shooting at one another. When a bird comes along and lays an egg that is speckled orange and blue, which eventually hatches into an orange and blue bird, reconciliation is in the air. Told wordlessly, this book is a tribute to visual storytelling as it presents the foolishness of war. Readers will want to listen to this French illustrator discuss his work on an international level on YouTube.

- Karen Hildebrand, Ohio Library and Reading Consultant

Tutu, Desmond. (2012). Desmond and the very mean word. Illus. by A.G. Ford. Somerville, MA: Candlewick Press.

Using gentle language and avoiding the "mean word" that hurt him so deeply as a child in South Africa, Archbishop Desmond Tutu draws from his own life experiences for a lesson about forgiveness. While riding his new bike through a neighborhood, young Desmond is frightened by a group of boys who surround and heckle him, even calling him a name, thus spoiling his pleasure in the bike excursion. Even though his mentor, Father Trevor, advises him to forgive the bullies, Desmond feels unable to do so. After stewing over the injustice for a while, he fails to turn the other cheek, instead insulting the boy who called him a name the next time he sees him. After seeing the same boy picked on by his brothers later, Desmond’s conscience pricks him, and he eventually does the right thing. The story makes clear the ripple effect of our actions and the joy of choosing to forgive others. Pairing this title with Each Kindness (2012) by Jacqueline Woodson would add to its discussion possibilities. The facial expressions of the characters in the oil illustrations and the author's note providing information about the real Father Trevor offer readers much food for thought. This gentle rumination on forgiveness is a gentle reminder of the impact of our actions, large or small, on ourselves as well as on those around us. For more information, read "5 Questions With... Doug Abrams" (Tutu's co-author) on the Engage blog. 

- Barbara A. Ward, Washington State University Pullman

Grades 4-8

Arkham, Thomas. (2013). Latino American civil rights. Broomall, PA: Mason Crest.

From the Hispanic Americans series, this volume depicts the history and evolution of the civil rights of Latinos in America. Topics included are: What are civil rights, anyway?; Fighting for justice; Hispanic Americans over the year; Hispanic civil rights at work; Hispanic civil rights in the home; Hispanic civil rights and politics; Hispanic civil rights and education.

- Karen Hildebrand, Ohio Library and Reading Consultant

Cheng, Andrea. (2013). Etched in clay: The life of Dave, enslaved potter and poet. New York: Lee and Low Books.

Written as historical fiction, this biography of Dave the Potter tells in beautiful fashion through poetic verse the story of this South Carolina slave and craftsman. Some of the poetry is the author’s and some of the lines are the inscriptions Dave himself crafted into his pottery. Setting the story in the early 1800’s, the author has pieced together the life of Dave as few facts or documents are available to provide actual information. According to the author’s research, it is believed that Dave was probably purchased at a slave auction in Georgia by Harvey Drake and taken to South Carolina to work at Pottersville near Edgefield, South Carolina. It is here that he learns the pottery business and is taught the use of the alkaline glazes created by the owners of the company. As Dave becomes a master potter he begins not only to sign his pots but adds inscriptions and poetry of his own. Because it was forbidden by law for slaves to learn to read or write, this was a brave but dangerous thing for Dave to do since it showed his defiance for a system that was unjust and wrong. Cheng’s own black and white woodcut illustrations, paired with her poetry alongside Dave’s provide a dramatic novelized biography of Dave the Potter. Dave the Potter (Laban Carrick Hill, 2010) is the perfect picture book companion to Cheng’s new book on the same topic. Using the two books together will create a lesson for readers to compare the information and artistic format used to tell Dave’s story. In addition, the publisher’s website offers a close reading lesson guide for Etched in Clay . Readers may also find a detailed teacher’s guide from Lee and Low.

- Karen Hildebrand, Ohio Library and Reading Consultant

Delano, Marfe Ferguson. (2013). Master George’s people: George Washington, his slaves, and his revolutionary transformation. Illus. by Lori Epstein. Washington, DC: National Geographic.

Filled with intriguing nuggets about how the nation’s first president changed his mind about the matter of slavery, this engaging nonfiction title relies on primary documents such as George Washington's papers and records to trace his radically evolving attitude. The author provides brief accounts of individuals who worked for Washington: Frank Lee, Washington's butler; Davy, an enslaved overseer; Hercules, the president's chef; Charlotte, the Mount Vernon seamstress; and William Lee, huntsman and personal servant. The few stories and names that are recorded and whose stories are told in this book will remind readers of lost lives and blighted futures as well as the cruel practices of selling slave family members to different owners. Photographs of historical interpreters at Mount Vernon add to the book's appeal and liveliness. There is even a poignant photograph of the slave burial ground on Washington's property. This slim volume packs an emotional punch and adds to the nation’s historical record.

- Barbara A. Ward, Washington State University Pullman

Ford, Carin T. (2013). The Emancipation Proclamation, Lincoln, and slavery through primary sources. Berkeley, NJ: Enslow Publishers.

After providing historical context for the Civil War and how it occurred, the author relies on primary sources, including photographs and documents, to detail how President Abraham Lincoln came to write the Emancipation Proclamation, which freed slaves in the Southern states. The document helped show the world that the issue of slavery was at the center of the nation’s deep divisions. Filled with photographs and original documents, the book allows readers to focus on the impact of one important document whose effect rippled slowly but inexorably across the countryside.

- Barbara A. Ward, Washington State University Pullman

Fradin, Judith Bloom and Dennis Brindell Fradin. (2013). The price of freedom: How one town stood up to slavery. Illus. by Eric Velasquez. New York: Walker Books for Young Readers.

This always-reliable husband and wife research and writing team offer to young readers an incident from history known as the Oberlin-Wellington Rescue. In 1856, escaping slave John Price along with two other slaves crossed the Ohio River from Kentucky by means of the Underground Railroad. As Price made his way to Oberlin, Ohio, and found that he liked the people there, he stayed on and started a life for himself. In 1858, two years later, a group of slave hunters found him and tried to take him back to the South. However, the entire citizenry of Oberlin banded together, faced off the slave catchers, and refused to give up John Price. Velasquez’s mixed media and oil paints deftly portray the emotional confrontations that day. In double-page spreads and a page-by-page representation of the anti-slavery fever, the book shows how one community adamantly fought not only the slave catchers but also the law behind the Fugitive Slave Act of 1850. An interesting community comparison might be to look at Janice Cohn’s book, The Christmas Menorahs: How a Town Fought Fate (Whitman, 1995) to discuss how communities can band together to fight social injustice.An author’s note at the end of the book adds further information about this historical landmark action in the history of fighting slavery. Teachers might like to use a short text reading with archival photographs of the Rescuers provided by Oberlin College (Ohio) for an introduction to this book.

- Karen Hildebrand, Ohio Library and Reading Consultant

Lanthier, Jennifer. (2012). The stamp collector. Illus. by Francois Thisdale. Markham, ON: Fitzhenry & Whiteside.

Readers will have to decide for themselves for what age group this book will be most effective. It is a beautifully illustrated book, with flowing text about the power of words and the consequences of written expression in some parts of the world. Two young boys living far apart in China and unknown to each other eventually have their lives intersect. The city boy finds a postage stamp when he is young, and from that moment, he envisions all the places a postage stamp can travel. In the meantime, the country boy has discovered reading and begins to write stories. As they grow up, the city boy continues his fascination with stamps but knows he has to earn a living and eventually takes a job as a prison guard. The country boy grows up to write a story about freedom, and one day gray men in uniforms lock him away in prison. It is here that the two, now grown men, meet. As the young prison guard watches the imprisoned writer spend each day feeling more and more despondent and growing weaker and weaker, as his cough worsens, he reaches out to the writer. The writer has been receiving letters from all over the world but has not been allowed to see them. The guard is fascinated with the stamps so he has carefully saved the letters in a box. As he watches the prisoner’s health decline, the guard begins to slip him a stamp or two … and then a few letters. With his last breaths, the prisoner tells the guard a story, which he writes down, completing the cycle. Based on the lives of two imprisoned political writers, this poignant story will prompt deep discussions. Teachers may want to use it with Antonio Skarmeta’s The Composition (Groundwood, 2003) for a comparative thematic discussion. The Stamp Collector has also been selected for the 2013 Outstanding International Books List sponsored by USBBY. A portion of the proceeds for this book will go to PEN Canada, which supports the Writers in Prison campaign.

- Karen Hildebrand, Ohio Library and Reading Consultant

Rosenstock, Barb. (2012). The camping trip that changed America: Theodore Roosevelt, John Muir, and our national parks. Illus. by Mordicai Gerstein. New York: Penguin/Dial Books for Young Readers.

The vast network of national parks, protected areas, and beautiful nature reserves that survives in America today is mostly the work of one president and one famous naturalist. John Muir, who was born to immigrant farmers, hiked the wilderness alone and wrote about his travels. Although brought up in the city, President Theodore Roosevelt loved being in the outdoors. In March 1903, he happened to read Muir’s book calling on the federal government to save the nation’s trees. Roosevelt wrote to Muir with a request to have him take the President around the Yosemite wilderness. In May 1903, they rode horseback and camped in various places in the wilderness for four days. They visited the grove where giant sequoia trees grew, the glacier point, and finally reached the famous Yosemite Valley. The trip changed the President forever, inspiring him to work to create many national parks, wildlife sanctuaries, and national forests. The illustrations show the beauteous splendors of wild areas. This is a great book for use during units on natural history or conservation.

- Rani Iyer, Washington State University Pullman

Rubin, Susan Goldman. (2013). Diego Rivera: An artist for the people. New York: Abrams Books for Young Readers.

Filled with sumptuous samples of the famous Mexican artist's work, this book is an excellent introduction to Diego Rivera, a man whose appetite for life was as large as the large, colorful murals for which he became known. In text and in photographs, this biography traces how the man’s painting evolved over the course of his lifetime. Young readers will be interested in the influences on the art he created as well as how controversial and political some of it was considered. Almost larger than life in many respects and imperfect in many ways, Rivera was nevertheless clearly a genius and a visionary. Unlike many of his artistic predecessors who chose to paint wealthy clients and to paint for a more high-brow audience, Rivera drew his inspiration from the working class and poor citizens in his native country, often illustrating their struggle to make a living against tough odds. Additionally, he portrayed unsavory parts of his native country’s history, including its exploitation by Spanish conquerors. Although it's pretty near impossible to tell the artist’s story without mentioning his second wife, Frida Kahlo, the author focuses chiefly on Rivera and his many passions. Well-written, engaging and carefully designed, this biography is an excellent addition for a biography or art text set.

- Barbara A. Ward, Washington State University Pullman

Skrypuch, Marsha Forchuk. (2013). One step at a time: A Vietnamese child finds her way. Toronto, Ontario, CA: Pajama Press.

This companion book to Last Airlift: A Vietnamese Orphan’s Rescue from War (2012) provides the chapters that follow in the life of young Tuyet, a Vietnamese orphan stricken with polio and raised in a Vietnamese orphanage until her adoption by a Canadian family. As Tuyet becomes part of her new family, she also faces the surgeries that are required to repair her inward-turning foot. Unable to speak much English, the young girl is frightened by the hospital and surgical lights, the doctors, the consultations and examinations since she is still dealing with the nightmares of war-torn Vietnam and near-death experiences with guns and helicopters. As the surgeries conclude and the painful physical therapy begins, her new life starts to take shape. The cover of the book and the red shoes pictured take on a very special meaning by the end of this heart-warming book that will leave readers in tears. Teachers can read an interview with the author on the back matter for her book.

- Karen Hildebrand, Ohio Library and Reading Consultant

Grades 9-12

Lewis, J. Patrick. (2013). When thunder comes: Poems for civil rights leaders. Illus. by John Parra. San Francisco: Chronicle Books.

Social activism comes in different shapes and sizes, but when it comes, the changes it inspires spread across the social landscape just like the sonorous tones of thunder moving across the sky. NCTE Excellence in Poetry for Children recipient J. Patrick Lewis, the nation’s Children’s Poetry Laureate, has crafted fifteen poems celebrating the lives of seventeen social activists. Some of them, such as Coretta Scott King, Mohandas Gandhi, and Aung San Suu Kyi, will be familiar to readers while others, like Mitsuye Endo and Helen Zia, won't be as familiar. But they will gain some attention now, thanks to the efforts of Lewis to honor them through his words. Lewis uses his poetry to mine history for civil rights material, serving up poems such as "The Slugger" in celebration of baseball slugger Josh Gibson who never got the chance to play in baseball's major leagues because of the color barrier, and "The Child," which describes Mexican-Puerto Rican-American civil rights leader Sylvia Mendez who began fighting for the right to a high quality education when she was just a young girl. Her determination and the subsequent court case that her fight necessitated eventually paved the way for the better-known Brown v. Board of Education civil rights case heard by the Supreme Court in 1954. Filled with poetic snippets that illustrate the many ways the battle for civil rights has been fought across the world, not just this nation, this is another must-have literary treasure for any teacher wishing to integrate literacy with social studies while discussing the power of voice or one individual willing to stand up for his/her rights and the rights of others. The oil, acrylic, and watercolor illustrations add enormously to readers' enjoyment of the poems.

- Barbara A. Ward, Washington State University Pullman

Mullenbach, Cheryl. (2013). Double victory: How African American women broke race and gender barriers to help win World War II. Chicago: Chicago Review Press.

Rosie the Riveter became a popular WWII icon to represent all the women who entered the work force while men were fighting overseas. But Rosie does not really represent ALL the women. Double Victory provides a comprehensive look at the many African American women who had to overcome first prejudice and all kinds of discrimination in order to prove their worth in the war effort. This book examines not only the popular entertainers with familiar names such as Lena Horne but also other women whose names have gone unremarked. The book is divided into several sections: War Workers, Political Activists; Women in the Military, Volunteers, and Entertainers. These women served as journalists, war correspondents, Red Cross workers, pilots, nurses, factory workers, political activists and more. Interestingly, it was many of their brave and heartfelt deeds that led to increased civil rights efforts after the war. Quotations open each chapter, and archival photographs throughout the entire book add to the value of this book, which is indeed, a Double Victory in many ways and a new and valuable addition to women’s history, especially African American women. An epilogue, notes, and extensive bibliography and index are found at the end of the book.

- Karen Hildebrand, Ohio Library and Reading Consultant

Pearsall, Shelley. (2012). Jump into the sky. New York: Random House/Alfred A. Knopf.

As WWII seems to be winding down in 1945, thirteen-year-old Levi Battle is sent South by the aunt with whom he has been living in Chicago. Aunt Odella has spent so much of her life taking care of others that she has little time for herself, and she has decided that it’s time for Levi’s father to do his duty by his son. Levi takes a train from Chicago to Washington, D.C., and then on North Carolina where his father is stationed. Along the way, he learns first-hand about segregation, prejudice, and hatred as he is forced to ride in a separate section of the train from the white passengers and realizes that in some places, even the simple act of buying a soft drink can have disastrous consequences. After Levi realizes that his father's squadron has relocated to Pendleton, Oregon, he is befriended by a kind-hearted couple, Cal and Peaches, who provide him with a home, and then bring him along when Cal also is sent to Pendleton to join the 555th Parachute Infantry Battalion, the nation's first African-American paratroopers. The initial encounters and relationship between father and son are every bit as bumpy as might be expected, but the author creates several likeable characters while telling the fictionalized story of a ground-breaking military unit. She manages to capture perfectly the flavor of those times and the different forms in which prejudice existed. Readers will be caught up in Levi’s journey and root for his story to have a happily ever after ending.

- Barbara A. Ward, Washington State University Pullman

Stone, Tanya Lee.  (2013). Courage has no color: The true story of the Triple Nickles, America’s first black paratroopers. Somerville, MA: Candlewick.

Ironically, while WWII was being waged to right the wrongs of Adolph Hitler’s Nazi Party, civil rights was only an idea whose time had not yet come back among the nation’s fighting men or back home. African American enlisted men often found themselves in segregated military units, and they were not allowed to fight. This engaging title tells the story of the Triple Nickels, the United States’ first black paratrooper battalion. The brainchild of First Sergeant Walter Morris, the unit allowed the men to feel a sense of pride that their contributions mattered, and proved that they could behave as courageously as their white counterparts. The book’s nine chapters provide historical context and explain the impact of racial stereotypes while also serving up an inspiring, little-known piece of history. The men’s voices, stories, and photographs make it clear that courage truly comes in all sizes, shapes, and colors. 

- Barbara A. Ward, Washington State University Pullman

Wilson, Diane Lee. (2012). Tracks. New York: Simon & Schuster/Margaret K. McElderry Books.

In order to provide for his family back home in New York City, Malachy Gormley heads west to find work doing whatever he can for the intercontinental railroad. The work is much harder and more dangerous than he ever imagined, and he finds solace in playing cards and spending time with Brina, the stray dog he has adopted, and Blind Thomas, a sturdy workhorse. Anger consumes Malachy, and he is angry at his father for dying, his mother for relying on him to pay the family's bills, and eventually himself for the wrong choices he makes. Among the laborers trying to tunnel through the steep mountains on the west coast are several Chinese men that the whites call Celestials. Malachy quickly notices Chun Kwok Keung since he is fearless when it comes to working with explosives and in resisting unfair practices. In fact, he leads the men in a fruitless strike for more pay. But Malachy’s anger and insecurity make him refuse the friendship Keung offers and causes him to join his comrades in making fun of the Chinese laborers. The author vividly depicts the harsh conditions of railroad building while also describing the prejudices of the 1860s. Brina functions as Malachy's conscience, looking at him in disappointment when he is thoughtless or cruel, but never forsaking him as he blunders through several costly decisions. The author’s vivid descriptions take her readers into the mountains and deserts through which the train tracks pass while offering hope for the future and for these two young men who turn out to have more in common than either of them might think.

- Barbara A. Ward, Washington State University Pullman

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.