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All time favourite book- Charlie and the Chocolate factory

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1) Based on Court (2018), the article demonstrated an ideology that I strongly believe in, “It’s a way of thinking more about a book that’s had an impact on you, but it’s also a way of thinking about your own life, memories, and experiences. The continuities and the differences.”  This quote and the article stand out for me because every time I read and reread the same book, the way that I think and see changes for me every time. The perceptions changes and provides me flashbacks that lead me to relive my past.

According to Lerer (2015), the article portrayed that “ Children’s literature offers more than just a chronicle of forms of fiction or the arts of illustration. It charts the makings of the literate imagination.” The article displayed that the value of reading is significant because as a child, reading helps to open the doors to your innovation, creativity and imagination.

2) As a child, my all-time favourite book was Charlie and the Chocolate Factory by Ronald Dahl. Charlie and the Chocolate Factory demonstrated the differences between rich and poor societies. I loved how the main character, Charlie got an equal opportunity to enter the chocolate factory. Chocolates are my favourite sweets of all time. The lesson that I learned from the book is that “ Money can’t buy us happiness, nor health, wisdom, nor any of much more important things in life. Even if you’re poor, you can still enjoy your life; even if you’re rich, you may not be happy.” This book was read during the novel study unit in Grade four. I was able to connect to the book because when attending school, I used to look up to my peers as well as cousins and complain to my parents about the luxurious lives experienced by them. My parents used to tell me one thing in the world that remains priceless is happiness and you can never buy it. I began to enjoy my life by doing things that brought me joy and not comparing my life to another.

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1. After reading the article by Court (2019) I found that many points stood out to me. However, the one quote that stood out to me most was that rereading books which we may have read in the past can help to remind us of our experiences, further it can allow us to experience some things in a different light which we may have not seen before. This stood out to me as I would have to agree with this statement as I have found myself revisiting books I have read in the past and not only does it bring back memories, but it also allows me to experience some different aspects of the story I am reading of which I did not think of or experience before.

When reading the article by Lerer (2014) a quote that stood out to me was when it mentioned that children’s literature offers more than just a story and illustrations instead it allows children to begin to explore their literate imagination by allowing them to find and explore new worlds within a book. This quote resonated with me I find that anytime I picked up a book as a child or even now as an adult I can read a story and be able to create my world in my mind with the use of my imagination. Books allow a student to be transported through a story while still being able to create a world of their own.

2.  As a child, one of my favourite books was Green Eggs and Ham by Dr. Seuss. This was a story that was read to me often as a child by my mom. The reason of which I think this story meant so much to me was because it was a story that I was able to read while still spending time with my mom. As I got older my mom would encourage me to begin to read it and I believe that was the first book I was able to then read on my own. I remember that I would ask her to read it so much that now as an adult I still can remember every word of the book without it being in front of me, which is so nostalgic to me. How I was able to connect to the character and plot was as a child I was always hesitant to try new things, just as Sam is as he goes through the book stating that he does not like green eggs and ham even though he has never really tried it. This stood out to me as a child as my mom would always say to me you should always try something once as you never know you might just like it whether that be food or activity etc. Furthermore, the book always reminded me that I should not automatically think that I don't like something instead I should give it a try first before I make my final decision.

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"Not only do rereaders rediscover the story, but they may also rediscover themselves" (Court, 2018).

"Learning how to read is a life-time, and life-defining, experience" (Lerer, 2015).

This week's reading was quite insightful and meaningful. I found myself agreeing with many points mentioned in the article. Lerer (2015) asserts that the importance of children's literature is to support the development of literate imagination, while Court (2018) emphasizes how re-reading can transform us into a space where we can experience something intensely and reminisce old memories.

During my school-age years, I was assigned an ESL teacher, and one thing the teacher would do was have me read a book out loud. In the beginning, I hated it. It wasn't till I found the Junie B, Jones book at my local library that I started to develop my love for reading. I became so immersed with the characters and being able to transport to this imaginary world that I became an avid reader and would be able to finish one book per day. The collection of Junie B, Jones's books will always hold a special place in my heart because it was these books that pushed me to do better and become successful in my learning development.

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My takeaway from Court's (2018) reading is that as readers we essentially mould the message from books to follow us through life. As we read books through different stages of our lives, it is possible we will connect to different aspects of the book and find ourselves using lessons learned to navigate through life. Or we may simply find different things we connect with, compared to when we read the book 15 years ago. I really like this message coming from Court, and agree with it. I remember reading Tuesday's with Morrie, in grade nine and my biggest takeaway at the time was how wonderful it was that a young man was making time to sit with an older man every Tuesday. Now, I don't view it as a kind gesture but rather view it as something that should be the norm in the way we treat older members of our family (understanding that Morrie wasn't family for the main character). It continues to be one of my favourite books but my takeaway has completely changed.

In the Lerer (2015) reading, I liked that they mention that children's literature addresses the ever-changing world in which children live in. I find this to be a really good point because as adults our points of views are different than kids, so how can we know what they see, what they understand, or what they don't understand? Based on Lerer, I think books are a way for adults and children to find a middle ground where both parties can understand each other.

As for my favourite book, I think I would have to say it's Junie B. Jones book series but in French. I grew up in the French school board so all of our books needed to be in French. To be honest I don't think I chose to like Junie B. Jones but it was one of the few book series at the time that was well translated into French. I remember trying to read Harry Potter, The Hunger Games, and the Narnia series in French but the language was really tough to handle. I stuck to French books in the classroom and Junie B. Jones was one of my favourites because I felt like I could relate to the character. I was a very matter of fact child, and Junie B. Jones told it like it was. Certain words were even misspelled as if she had written them herself. And if anything that encouraged me to read and write because I knew I didn't have to be perfect.

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I enjoyed reading Court and Lerer’s articles and reflecting on my own experiences of revisiting children’s literature.  Court’s article (2018) resonated with me as I have certainly experienced the warm, nostalgic feeling of going back to my old favourites as an adult.  I love how these old familiar worlds can bring me back to very specific and more tangible places, like the velvet couch in my grandparents’ living room, where I sat reading my book across from my late grandfather who was “also reading and definitely not taking a nap” nearly every day after lunch.  When I took a moment to consider how frequently I turn to these sources of comfort and their presence in my adult life, the prominence is almost laughable.  One only needs to step into my apartment to see the evidence:  Waterhouse’s The Lady of Shalott hangs on my bedroom wall (influenced by none other than my bosom friend Anne Shirley). Red Riding Hood can be found throughout via various illustrations and a hand-painted matryoshka doll that tells the story.  From where I am sitting I can spot no fewer than five collections of Fairy Tales on various bookshelves. While many old favourites still hold up, I have also revisited some books that I did not find to be as interesting or engaging as I remembered.  Despite this, I can still see why they would have resonated with a younger version of myself, and it is a remarkable thing to be able to catch such a vivid glimpse of the “me” that I was at that time.  It is so evident to me how the mosaic of characters I was drawn to or connected with in my youth were indicative of the kind of person I wanted to be and had a large influence on the person I have become.

Lerer’s article (2015) brought up a different fond memory of revisiting The Little Prince for the first time since childhood in a Children’s Literature course during my undergrad. Re-reading this book from an adult perspective brought to light a newfound “depth and complexity” that had a much more profound impact than my literal interpretation of the story I read when I was younger.  I had a similar experience with The Velveteen Rabbit, which I never cared for as a child but moved me as an adult. I like how Lerer makes the tie to The Little Prince by indicating that these works can be both the “boa constrictor who has eaten an elephant” and the “hat” simultaneously – different things to different people, depending on the lens, perspective, maturity and so on of the reader at the time.

I have mentioned several books/stories throughout this post that are favorites of mine, but if I had to say the book that meant the most to my younger self, I think that would be the collected Guests of War Trilogy by Kit Pearson. I always connected most with coming-of-age stories about the lives of girls around my age who were living different experiences than I, be it in a different time period, a different culture/country, or both. I was instantly hooked by the story of protagonist Norah and her younger brother Gavin, who were sent away from their home and parents in England during WWII to stay with a Canadian family for their safety. I enjoyed the familiarity of the Canadian setting, learning about the struggles faced by families during wartime, and following Norah’s journey as she became accustomed to her new reality. I loved how it told the story of the very real tragedies she was faced with while at the same time dealing with the more relatable struggles of trying to fit in as a pre-teen who had been taken away from the world she knew and placed into a completely new life. My grandmother recently reminded me of how upset I was when I finished the series – I told her that I felt like I was losing a friend since I wasn’t going to get to spend any more time with these characters I had grown so attached to.

I have enjoyed very much reading about everyone else’s favourite books and look forward to sharing more stories throughout this course!

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The notion of magic coming from reading aloud struck a chord with me in Lerer’s (2015) article. To pedagogically engage students in the exercise of reading something that they did not choose, as is sometimes the case in high school, English courses, I read aloud the first 1-2 chapters of books to students so that I can pause and connect through discourse about the characters and plot. This opportunity for dialogue engages all students and allows me to critically analyse their response to the reading. While not fantastical or brilliant, it does create a kind of magic, as Lerer states, that pulls students into the books and creates a want to keep reading.

Disappointment when reading happens to all of us when we fail to engage with the characters or ideas in literature. Court (2019) notes that disappointment can also come when we reread and discover the exclusion of our core values in literature. This happened to me upon rereading my childhood favourite novel, Pride and Prejudice. I reread this novel a few years ago and had a hard time choking back the white privilege that was splattered across the pages for readers to soak up. Since then, I have stepped back to see the novel for what it was, a placeholder in history that taught me the value of gender equality through the tenacious personality of Ms. Elizabeth Bennett.

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As I read the Court article (2018), the idea of reading as a transformative and therapeutic experience resonated with me. When I moved to Montreal for school while my family was living in Seattle, I found it very hard to cope with being so far away from my home and my loved ones. Re-reading books from my childhood that my parents had once read to me helped me to feel closer to them at times when the homesickness was overwhelming. I also appreciated the idea in the Lerer (2015) article of how studying children’s literature is a form of cultural study, because the books we read in childhood are meant to reflect contemporary socio-cultural experiences. The best books I have enjoyed in childhood were the ones with which I could connect to based on similar life experiences and relatable, flawed characters.

As a child, I really enjoyed reading (I still do!), and my favourite book was Holes by Louis Sachar. I remember reading it at a time when I was having some difficulty adjusting to my new life in Texas. The main character of the story, Stanley Yelnats, is wrongfully accused of having stolen a pair of shoes, and this accusation results in his being sent to a juvenile detention camp where he struggles to relate to his peers and to come to terms with the unlucky circumstances of his life. The book grapples with the question of whether or not we can shape our fates through the choices we make. Ultimately, despite being put in a tough situation, Stanley is able to grow from his experience and he makes choices that improve his own life as well as the lives of his new friends at camp. Holes imparted an empowering message on me as a reader that stuck with me well throughout my childhood years.

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What stood out to me while reading Court’s (2018) article was how several points mentioned where ones I’ve been thinking about. I have recently started teaching Harry Potter and the Philosopher’s stone to my Grade 6 students, as our required literature book for this year, and technically rereading one of my beloved childhood books. I have started paying attention to how I have a different view to the one I held when I first read and reread the books when I was a preteen. I now view certain characters and their actions in a different lens than the one I held when I was younger, and that is partly due to real-life experiences and how they have shaped me as the person I am today.

A point Lerer (2015) makes, was how women authors were brushed aside and ignored early on, which reminds me of one of my favorite authors, Jane Austen. Not only has her work endured and remained relevant over the past two hundred years, it has left an impact amongst young and old readers. Literary works can be transformed over time, and Lerer (2015) states his fascination with the process.

As for my favorite book, I have many. As an avid reader from a young age, I read whatever I could get my hands on, I still do! But I would have to say my favorite book series (I can’t just choose one) would be the Harry Potter series. I have read and reread the entire series ever since the books came out, some of my fondest memories are tied to those books. I own both the UK and the US versions. The reason I feel like I loved this series as much as I did when I was younger was because of the world that was inside the book. The characters felt relatable, even though I was neither British nor a witch. The writing itself was simple enough for me to be able to immerse myself in this make-belief world and go on adventures that are impossible in real-life. It felt like this whole other world that I could escape to and be whoever I wanted to be, and all I had to do was pick up a book and read.

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What stood out to me most in the Court (2018) reading is the idea that rereading childhood books is like a window to the past. It brings back memories and feelings of the that time. I recently experienced this as I was helping my parents move out of our childhood home. My sister and I found a box of our childhood books and we spent hours rereading the stories. Touching the pages, smelling them, looking at the slightly tarnished colours opened a window of nostalgia.

In the Lerer (2014) reading, I liked the idea that there are two ways to read a book. The first is to look at what the book means to us and the other is to look for the author’s intention. Through books, we learn to make meaning of the world around us. It helps us understand and interpret the world through our own lense. As teachers, it is our duty to facilitate the second way of reading the book, which is the author’s intention. What I mean is that it is that it is easy for one to make sense of literature through their own experience, but it is a learned skill to try to understand it from someone else’s experience.

As a child, my favorite part of the day was the bedtime story. I loved being read to every night. I had a library of picture books, but always chose the same 2-3 books for my parents to read. The book I loved most was “Love you Forever” by Robert Munch. My mother used to sing me the lullaby on each page. The repetition made the book very comforting. I loved being able to predict what the next words will be or what the character would do next.

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The NCTE (2018) article really resonated with me as I believe that a much stronger emphasis needs to be placed in teacher education programs on how to effectively develop children’s literacy, while introducing books that promote diversity and social justice issues through meaningful engagement and discussion. I plan on building a classroom library of books once I have my own class that students can borrow on a wide range of topics and reading levels. I continue to purchase books for my own personal library to read to students, but these are largely made of books that will be passed down through our family.

When I was a new mom, one of the first things that I did was purchase all sorts of board books to read to my little ones. I rushed to my mom’s house to rediscover some of the favourite books that she often read to us as children and brought some of them home to read to our boys. I loved our collection of Little Golden Books, many of which were about either Disney characters or simple things like puppies, tug boats, school, families, and trains. I remember how proud I was once I was able to read these books to my younger sisters as I developed my literacy skills.

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What stood out to me in the Court (2018) reading was the idea of rereading and revisiting childhood books as adults. Being an adult and working as an elementary school teacher now, one of my favourite things to do is reread childhood books which left an imprint on me. Moreover, I also enjoy sharing these books with my students. I agree with Court’s idea about how revisiting these books can bring a sense of comfort, relaxation, and pleasure. Seeing I have positive experiences and memories of being read to as a child, I enjoy being able to relive those memories and develop new perspectives on these books.

What stood out to me in the Lerer (2015) reading was the two different ways of reading literature where the reader either looks to create their own meaning or tries to understand exactly what the author meant. Reading childhood books now that I am an adult, I can definitely say that I tend to try and understand the author’s meaning rather than imagine my very own.

As a child, my favourite book was Love You Forever written by Robert Munsch. I have profound memories of my parents reading this story to my two brothers and myself. As I grew older, I now have a different perspective on this book and its meaning. This book brings back core memories of my childhood and I look forward to passing it on to next generations.

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1) While reading the article by Court (2018), I started thinking of my favourite books from my childhood into young adulthood. Many of my favourite books from that time I have reread over multiple years. While I find myself rereading books less often as an adult, I agree with Court's (2018) sentiment that when you love a book upon first reading you tear through it and read it very quickly, but reading a book a second time allows you to take your time and catch things that you missed, or savour your favourite parts. It can also be, as Court (2018) suggests, a way to rediscover yourself and the story. I have a list of books that I would like to read to my kids one day, both to introduce them to the stories I fell in love with, but also to relive and rediscover them with someone else.

2) I have 2 favourite books from 2 different times in my life. The first book is the first book I ever read myself. When I was a toddler, I was obsessed with these Little Critters books, but especially "I Was So Mad". I forced my parents to read it to me every single night until I had the whole book memorized and could "read" it to them. My second book is Inkheart by Cornelia Funke; this book was given to me by a friend for my 10th birthday and was the book that I credit as starting my love for reading, and has influenced much of my life from my main hobby (reading) to my profession (librarian).

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“Rereading reminds us that we can experience something intensely and not be seeing everything at the time. And going back, we see something different” (Court, 2018, pp. 2). Rereading childhood books represents a passage back in time. It is a way for people to relive their childhood through the pages of a book. Nostalgia is something we often do not consider as young adults but crave in adulthood. Re-reading is also a form of learning about oneself and the world around them. As a child reading books, you flip through the pages and take them literally. However, as an adult, you find more hidden meanings or understand the story in a different context given what you know now. Rereading is a way to learn about yourself, your perceptions and even your biases as your taste in books has probably developed and matured over time. We all interpret and perceive things differently. We could have the same favourite children’s book but interpret and describe the reasons for liking that particular book in a multitude of ways. Ultimately, unlike the pages of a book, we are not bound by our initial thoughts, perceptions, and ideas. We are free to develop and grow and use classic children’s books as a way of teaching future generations or to relive the “glory days”. However we wish to interpret rereading and children’s literature, there is a great deal of depth that can come about, we just have to be open to it.

I really enjoyed reading books as a child and I would read a lot, unlike now because of the lack of time. Personally, my favourite book series was always Nancy Drew written by Carolyn Keene. I really enjoyed the minimalistic artwork that was scattered throughout the book because it allowed me to create my own scene in my head and imagine what it would be like to be Nancy Drew. I enjoyed the thrill, the puzzle and the elaborate detail that went into each book. While the entire series was amazing, the book I read most often was “The Hidden Staircase”. As a child I always wished I would one day find a hidden staircase in my house (that never happened), but the way the book was written allowed me to think outside the box and try to solve the mystery before the last page.

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Lerer’s article resonated with me, striking the reasons why I wanted to take this course. I am taking this course from a mother’s perspective. I am a student in the Health Professions Concentration, and on the surface, you could say this course does not relate to my topic of study. However, I feel this course has a heightened reason of WHY? For me. I am analyzing this from a personal perspective. What am I teaching my child? What are the messages that I am sending to her? The Child That Books Built, strikes me and almost scares me. As all new parents are scared – Am I doing this right? And as I am sure we all feel – I am doing this all wrong! This concept of childhood is something that I have taken for granted, and love to explore how these thought processes and consciousness is created through the messages we receive and interpret through learning and education.

This leads me to the second part of the post – a book that resonated me with my childhood. It is Whoever Heard of a Fird? It is this “Fird” (Part Fish part Bird) who cannot find his family (as no one has ever heard of a Fird) and does not feel like he belongs. Along the way he meets other characters that are two parts other animals. In the end he meets a “Bish” (Part Bird part fish). There is a little girl Bish who doesn’t fit in with her family because she is too loud – “Bish’s” are supposed to be quiet in the bushes. These two little ones branch out on their own and live their own lives and break the rules on what they are “supposed to do”. This reflection is almost therapeutic in nature. I chose my favourite childhood book without thinking about the message behind it. As a child, I was always a bit “too loud”, and never did things as “I was supposed to” (moved away for university, eloped, etc). However, I am exactly where I am meant to be, all due to being a loud excitable FIRD!

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In the Court (2018) reading, I was struck by Jill Campbell’s quote about how rereading “reminds us that we can experience something intensely and not be seeing everything at the time.” That speaks very much to my history as a reader, both as a child and an adult. I’ve always tended to read quickly and remember very little detail once I’m done. Instead, I remember how I felt when I was reading, and the intensity of those emotions is what determines whether I’ll return to it. This was particularly true in the early days of the pandemic, when I reread books much more frequently than usual. I sought comfort in the familiar.

In the Lerer (2014) reading, I appreciated his inclusion of the passage from The Little Prince in which the child, after his boa constrictor picture fails to impress the adults, laments always having always to explain things to them. This instance of a child connecting to something which adults failed to appreciate reminded me of some social media posts I’ve seen dismissing the works of Dav Pilkey. When my son became a huge Pilkey fan, I thought about how damaging it would be if someone disparaged these books that had become so meaningful to him.

When I was a child, I went through a real Choose Your Own Adventure phase. It was a revelation to me that books could end in a multitude of different ways. So much seemed to ride on the choice and whether I'd make the 'right' decision. My brother and I would bring a stack on our family’s summer road trips and we’d take turns choosing the ending. I remember the books being so well-loved that they had sticky pages from the snacks we’d been eating in the backseat as we read them aloud. Again, rather than any specific detail from the story, it’s the feeling I had while reading and while sharing this experience that remains.

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I don't remember reading this particular book, but I read all of the Green Forest Tales I could find!

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2. I grew up in what seemed to me to be, as a member of the majority, a monoculture that my family and I fit into. I saw us reflected and represented in the books that I read at home and at school.
We lived close to the farmland where my parents grew up and I spent hours outside, wherever I could, playing and exploring with my imaginary friends, who were mostly animals. These Tales of the Green Forest were introduced to me by my dad (a book from his own childhood with worm holes munched into the pages) and were the perfect intersection of my interests. I read them over and over, loving the way the creatures connected, did battle, schemed, plotted and escaped, all with a backdrop of familiar forest and farmland, through the seasons.
1. Re the articles, it makes sense to me that books from our childhood affect who and how we are as children and adults, that revisiting stories can bring back intense memories and feelings, including surprise and disappointment about who/what was left out of these special-to-us books.
I would be interested in reading the piece by Lerer with different references cited. It's important to centre non-white, less privileged voices. I would have appreciated this piece more if centred differently.

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1) What stood out to me in the readings was the discussion of rereading books from our childhood (and I think can also be said about rewatching movies from our childhood) and how this can bring about feelings of nostalgia and joy but can also bring up other feelings of maybe disappointment or realizing that the book isn't as rich as we once thought... which leads to me to point number two

2) The Berenstain Bears were also a childhood favourite of mine and I have vivid memories of looking through the series at the library and checking them out over and over again with my mom. I loved all the different stories and remember looking at the illustrations so closely and so frequently that looking them over again as an adult is like looking at old baby pictures- so familiar and so comforting. Yet I also found myself frowning and criticizing certain aspects of the series, namely the annoyingness of Mama Bear who was always the wet blanket and a nag and Papa Bear who was a bit of a fool that Mama Bear had to parent along with her kids. The message in BB was really about politeness and good behaviour and I wondered what kind of message these characters sent to me as a child and whether I really wanted to put this series front and centre for my own kids.

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There are a few points from Court's 2018 article that stand out to me. The first is that the most reread books by Goodread users are mainly children's books. This stands out to me because I cannot recall any favourite books of mine from primary school!

I, of course, read and remember seeing my parents often read, but I also do not recall them reading to me much at all (except for my German mum reading the German children's horror book Struwwelpeter to me which left me with nightmares!). Now, as an educator, I treasure the time I have reading to my students. It is a delight to have students ask when I will read to them again and see how invested they become in nearly everything I read. I also value Court's comment on rereading. This is something I stress with my students.

A point that I connect with from Lerer's article is regarding the 6-year-old who made his own drawing which adults in the room shut down very quickly. The quote stating "Grown-ups never understand anything by themselves, and it is tiresome for children to be always and forever explaining things to them" stresses the importance of perspective and creativity.

In middle school, I fell in love with the Harry Potter series as it was just coming out. This is the first book I remember becoming completely invested in. I have reread it many times now and connect with my students 20 years later as they are just as obsessed as I was. I remember queuing at the bookstore at midnight to get my hands on the next book when it was released!

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Court (2018) discusses the idea of re-reading childhood texts for various reasons like comfort, rediscovery, or nostalgia. As a reader, I rarely find myself wanting to re-read books I've completed unless there is an emotion attached to the first reading of it. When I think of my childhood, there are a few books that resonated with me very deeply and have created core memories in my life. For that reason, I can understand the want to re-experience that feeling again, by either re-reading the book myself or sharing it with my kids or students. The pursuit of those initial strong feelings is the one thing that draws me back to childhood texts.

One of the earliest books I can recall that invoked a strong emotional response in me as a young reader is The Westing Game. It was recommended to me by my Gr. 5 teacher, who made read alouds a favorite part of my day. The characters, plot, humour, and mystery in this book made 10-year-old me want to recommend it to everyone I knew, and I was ecstatic to buy myself a copy from the book order that year. A few years ago, I read it to my own Gr. 5 class, and watched them become swept up in the story like I was, which was a full circle moment for me.

Lerer (2014) quotes Francis Spufford (2002), who states that "We can remember readings that acted like transformations. There were times when a particular book, like a seed crystal, dropped into our minds when they were exactly ready for it, like a supersaturated solution, and suddenly we changed" (p. 9). This statement very much captures many monumental reading experiences I had as a child that I hope I am a part of for my children and students somewhere along the way. As I watch my youngest child learn how to read herself, I can see more clearly how the experience of becoming a reader is changing her worldview and I am excited to be along for the journey.

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1.) The ideas that stood out to me from this week’s readings, was how Court (2018) mentioned that rereading and revisiting our favourite childhood stories can provide us with a sense of nostalgia, comfort and rediscovery, as not only the readers rediscover the story, but they also rediscover themselves. This resonated with me, because I often feel this sense of rediscovery when I revisit books I have read from my childhood.

Within Lerer's (2015) reading, what resonated with me was the point that reading is an engagement of the whole reader and their relation to oneself and others, which emphasizes the importance of how books are like "windows, mirrors and sliding glass doors" (National Council of Teachers of English, 2018, p. 1).

2.) My favourite book as a child was “Love You Forever” by Robert Munsch. This book was my favourite book growing up, because it was the book my mother would often read to me, and it was a book in which we both bonded over. The book centres around the story of a loving relationship between a mother and her son as he grows from a baby to an adult. I think this book meant so much to me because  I related so much to the book as I could see my own relationship with my mother reflected in the story. Whenever I revisit the story now, I rediscover the connections, memories and feelings attached to it.

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1) I can very much relate with Court's (2018) sense of disorientation when revisiting different places in her hometown. While I've lived in the same town my whole life, I do sometimes find it disorienting when I see a building or neighbourhood that either no longer exists or has radically changed since my childhood. Similarly, as mentioned by Lerer (2014), it's nice to occasionally revisit old children's books and discover that they are sometimes surprisingly more complex than I realized when I was a child.

2) My favourite book from my childhood is The Good Humor Man by Kathleen Daly (1992). It's an old book from the 60's that has been republished several times, and which my mother had read during her childhood, then decades later reread with me. It's a fairly simple narrative with a very basic plot (an ice cream man drives around a town in his van selling ice cream), but it nonetheless sticks with me because my mother would imitate the sound of the van's bells ringing 'Ting-a-ling-a-ling', which would make me laugh.

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After reading Lerer, S. (Winter 2014-15) For Grown-Ups Too, what resonated with me most is how meanings of texts change and what grownups may find as ordinary may be something that transforms a child’s imagination. My children and I have a nightly routine where I pick 4-5 books to read to my daughters, as I sit beside them I have always assumed that we understood the presented words and images in the same manner. I also often find myself explaining images and words to my children, which I have interpreted to be true. I am now going to challenge my children to tell me what they see and hear. It’s a great opportunity to let their imagination rule and offer their own interpretation.

As a child I enjoyed the Berenstain Bears book series. I still own over 40 copies of the series to this day. I can’t pinpoint exactly why I loved these books so much or even why I refuse to let them go. Perhaps it was because at a young age the books felt long and allowed me to stay up a little bit later each night! Upon further reflection, I wonder if perhaps these books gave me insight into the nuclear family as I come from a single parent family and these books were my favourite to read with my mom shortly after my parent's separation.

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Court (2018) talks about rediscovering yourself when you reread books from your childhood. I was raised by a single mother and we didn't have a lot so I turned to books to be my friend, by sibling, fill my mind when it started to wander, and to fill the void that existed after my father passed. I'm not a parent yet but I am a teacher and I love reading to/with my students. Which brings me to Lerer (2014), who says "Even the most ordinary prose becomes magical when read aloud at home or at school" (p. 41). There is nothing more comforting to me than being read to. My fondest memories as a child is sitting with someone I love reading my favourite novels to me.

It was really difficult to choose a book as I read a lot but this book was read aloud to me in Grade 4 by my favourite English teacher. It is in this novel I learned the word melancholy. I don't know if it was my teacher or the book that I was drawn to or maybe it was both. Two of the characters run away from home thinking that they are not appreciated at home. While I myself never thought of running away, I did wonder what it would be like to have a "typical" family. I did not know diverse families so I always felt alone in that my family stood out to be different. This same English teacher gave me books upon books to read and each week I would come to her for more. I think bringing back to Lerer's comments on reading aloud, sometimes the person who is doing the reading adds significant meaning to the book being read.

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In this week’s readings, Court (2018) states that childhood favourites that retain their magic can act as an anchor through the course of one’s life, and that resonates strongly with me.  When I reflect on the feelings, emotions and memories of a favourite book, like a time capsule, it connects me back to what has shaped me to become the person I am today.

What stood out to me in the document by Lerer (2015), was in reference to “The Golden Age”.  What I interpret from this statement is that there is not a specific time where literature is better or more effective, but rather it is a system whose value is determined by the reader.  Like a piece of art, each reader will interpret and make a meaning of literature based on individual experience and ideas.  In that way, impact and value may differ between readers.

For many years, I looked back on my elementary school years and reflected on grade three as being my favourite.  It wasn’t until I was an adult that I understood why that year was so impactful in my life.  I can vividly remember the classroom reading carpet, with the scratchy low-pile texture, the bright fluorescent lights, the dozens of children wiggling around on the floor beside me, and like it was yesterday, I can feel my eagerness as Miss. Kitchener cracks open the pages to read another chapter of Charlie and the Chocolate Factory.  It was then, that the surrounding distractions disappeared and I was swept away by words, into a whole other world.  As a child, I had a vivid imagination (and a sweet tooth!) and that book came to life while I sat there on my third grade floor.  I recall finding enjoyment through the introduction of the amusing characters, especially kind-hearted Charlie, who found a place in my heart.  Listening to the adventures and events that took place throughout the book fed my imagination.  As a teenager, my favourite movie became Charlie and the Chocolate Factory, and as an adult, I was thrilled to take my son to the theatre to enjoy the 2005 film.

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One of the reasons I love teaching the primary grades (Kindergarten to Grade 3) is for the opportunity to share my favourite stories and books from my childhood. I love going to bookstores, browsing the shelves, and looking for childhood favourites to add to my teacher collection. The best thing about reading books to students is the opportunity to reread them every year. When Lerer mentioned that “the history of reading is also the history of teaching, and children’s literature is an academic discipline” (2014, p.40), I felt my desire to share my favourite books and love for reading with my students was validated. Every year I make sure to allow my students many opportunities throughout the day to read books, whether just looking at pictures or reading the words. Exposing them to reading as much as possible is very important to me. I also try to read to them myself at least twice a day.

Another thing that stood out to me about this week's readings was when Court (2018) discussed how our childhood favourites that manage to stay favourites could serve as an anchor throughout our lives. Particularly when Court mentioned that “well-loved books stay the same even as so much else changes” (2018, p.4). It got me thinking about the Harry Potter series’ power over so many people worldwide. In my opinion, those books have never lost their appeal and charm. I can re-read those books over and over again. I watched the movies in order over the break and realized that I haven’t read the books in a very long time. Because of that, I have added them to my reading list for 2023.

One of my favourite childhood storybooks was Goodnight Moon by Margaret Wise Brown. I reached out to my Mom to ask her what it was about this story I liked so much. She said that it was because the story went through saying goodnight to everything in the house. Just as it was a ritual in the house in the story to say goodnight to everything, reading this storybook became my ritual as I would not even think of going to sleep until we had read this storybook at least once.

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Court's (2018) reading brought up the topic of rereading, revisiting, and rediscovering books from one's childhood. Rereading certain memorable texts from children’s literature is a great way to see personal growth as we are all continuously changing and evolving.

Lerer's (2015) reading highlighted a point that really resonated with me as children’s literature can also be used to help learn the language for young learners. I remember in primary school being in a french immersion program where reading to me was less about what messages can be taken away from the story and more about understanding what the text in french was about. Learning a third language did affect my interest in reading in french as I was prioritizing learning the language which affected my focus on the message that the author was trying to convey.

I always loved reading, especially during my childhood and this love for reading was further encouraged as my English primary school teachers really prioritized reading to us daily. One of my favourite books as a child was The Majic School Bus series by Joanna Cole and Burce Degen. This series had a huge effect on my love for reading as it had so many stories that were fun, educational, and very relatable when I was a young student. I read the book series in English so connecting the plot, theme, characters, and other aspects of the book was less challenging. I loved how to novel had students that were very diverse and how the authors put in a lot of effort in creating literature that makes learning science fun.

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I enjoyed reading the Court (2018) article very much! I have long been a rereader of my favourite books, much to the dismay of my other reader friends as they constantly berate me for not always searching out new books. As Court points out there is a great comfort in rereading a novel and “submitting to the rhythms of a narrative, place, and characters you know well”. I find myself drawn to these novels when I am in times of turmoil and change, their familiarity lends a sense of permanence to an otherwise stressfully transitional situation all while allowing me to apply my new and expanding worldview to a story I know as well as the back of my hand. I learn something new every time!

Lerer (2015) points out that authorial intent and reader response can be two very different things. I find this so fascinating as it can show how one collection of words can communicate something totally unique to each individual (or the same individual at a different point in their lives) depending on their experiences and understanding- this is something I try to remember when teaching my students.

One of the first books I can remember truly loving was Phoebe Gilman’s The Gypsy Princess. When I was 5 I asked my mum to read that book to me over and over! When I was a little older, around grade 3 and 4, I picked up Tamora Peirce’s Protector of the Small and Song of the Lioness quartets and loved them just as much. Rereading all of these books as I got older I noticed the similarities in the theme of a young women struggling with their identity and finding their place in a world not always friendly to them. I feel these stories deeply to this day.

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What stood out to me in the Court (2018) reading was the mention of comparing the same information to when we were younger to now. I choose this because as an adult, I enjoy rewatching cartoons from my childhood and comparing my thoughts to what I thought then to what I think now. As a young child, I remember enjoying books written by Dr. Suess. When I read these as an adult to my own kids, I experienced the same sense of fun and appreciate the language, unique characters & settings, and the illustrations.

What stood out to me in the Lerer (2015) reading was the inspiration from knowing that children’s literature is for all ages and not bound to an age group, which creates an inclusive environment for all readers when reading. We are never too old to enjoy and learn from a storybook!

As a child, I do not think I had a favourite book, but I loved (and still do) reading books by Dr. Suess. What initially drew me to these books were the illustrations, the rhyme, and the fun stories and characters.