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The Framed and the Framing in Flotsam and The Metafictive Nature of Postmodern Picturebooks

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The Framed and the Framing in Flotsam and The Metafictive Nature of Postmodern Picturebooks

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1. Framed and Framing in FLotsam

1. “Wordless picture books have been recognized for their artistic and aesthetic value, as well as their potential for developing students’ language and literacy skills.” This shows wordless picturebooks help children who don’t read or fully comrehend English to understand and enjoy a story along with help children develop their visual literacy.

2. The Metafictive Nature of Postmodern Picturebooks

1. In the picture above  Figure - List of Metafictive Devices. These devices are used often in Postmodern picture books such as in the book NO BEARS where throught the book the bear is shown to be aware of the reader and continues to make direct gaze with the reader and breaking the fourth wall.

2. “.”

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The Current State of Disability Representation
is Children’s Books

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The Current State of Disability Representation
is Children’s Books

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1. The Stats on Disabled Representation in Children’s Books

1. “According to the Cooperative Children’s Book Center’s 2019 study, only 3.4% of children’s
books have disabled main characters. Compare this statistic with the CDC’s finding that
26% of Americans have disabilities, and it’s easy to see there’s a problem.” (Kingsbury, 2021). What is happening in publishing companies that are cuasing this extream unbalanced statistic?

2. Barriers of Entry for Disabled Writers and Illustrators

1. Ableism: This is the intentional, or unintentional discrimination of disabled people and can make it extreamly hard to get a book published about a disabled character, or by a disabled creator.

2. Stereotyping Disabled Narratoives: Publishers wnat creaters to include stereotypes of disabled peopl in their books, and when authors and creators refuse to include harmful stereotypes they may loose the partnership with publishers. This is why it is essentialwe have disabled people write, edit, and work on books to prevent stereotyoing and include the reality of a disibility.

3. Multipl Identities: Books with disabled charcaters still only offer the straight, white, cis perspective and don’t include disabled peopl of other races, sexualities, or genders. These books provide white, straight, and cis children with disabilities representation, byt if their is a black child with a disability they may not feel as seen, esspecially if they are within thr LGBTQ+ community.

4. Accessibility in Writing Confrences: A writing confrence is a place where new writers can go to learn essentail tools of the trade and gain helpful tips and ideas for their writing! So writers and authors that have certain diibilitys may find it extreamly hard to have access to these confrences, like iof an auther is deaf and cna listen to pectures or talks, or if the confrence is heald on another floor with no elevator an author with a wheelchair may not even be able to get to the event.

3. Improvements in Disabled Representation

1. There have been more recent improvements in the the writing and publishing communities in presenting and giving access to disabled authors and characters in media. the movement of #OwnVoices has helped authors publish books with authentic and real stories of characters with disabilities.

2. There is still a lot more that must be done by publishing companies and the understanding of disbilities to continue this improvement but step by step we are getting more voices published and mroe stories out there to disabled kids.

4. What Publishers are Doing

1. The author of the artical sent an email to several publishing companies asking “I’m curious about what the people at X PUBLISHER are doing to promote disabled voices and to prevent ablism? Sensitivity readers, a commitment to publishing more disabled voicesm and/or hiring more disabled voices?”

2. They received only six replies from the 16 publishers they messaged and recieved a veriety of answers from each one. All six of the companies that responded spoke about how they were commited to publishing more disbaled voices, and many listed books they published with disabled charcters in them.

3. Three of the publishers mentioned dipicting disabled characters in books that were not specificaly about a disability and three of them, mentioned working with sensitive readers. Three also mentioned about how they were making the workplace more accessible to disabled employies.

4. Only two mentioned making their books mroe accesible to everyone.

5. One mentioned their disibility themed book lines coming out and only one mentioned staff training in ablism.

5. How the Childnren’s Book Publishing Industry Could be More Inclusive of Disability

1. Hire More Disabled People: Hiring more people with these lived experiences of disability to publihs, edit, and reveiw books could make these book feel and sound more auythenic wthout being just one stereotype after another bound together and called a book. This can also give more people with disabilities the opertunity to write and publish their own media.

2. Have an Individualized Approach for Working With Disabled People: Being accessable is not just going through a checklist of accessability, but its actually working with each individual person with a disibility and making sure that they feel supported and are able to access their workspace with no issue.

3. Publish More Books With Disabled Characters that An’t “About” Disability: Publishing disbaled voices is not just about publishing a book about a disability, but its including characters with disabilities into other stories so they are normalized and no longer seen as a rarety, becasue they are more common the people think.

4. Publish More Books by Disabled Creators: Authors that have a disability are much mroe likely to protray a disability in a non stereotypicla way and make it more authentic. They can make Charcaters with disabilities the main characters of books without them being a side chacarter for brownie points of inclussion.

5. Work with Disability Orginizations: There could be many helpful ways that publishing companies can work with organizations such as conducting anti-ablism training, publish books with the orginization, dicuss hiring of disabled voices, and have promoted book series that represent disabled voices.

6. Hire Sensitivty Readers: Having a reader who can read through a book and help authors make changes that make the characters feel more real and authentic. It can also help teach authors more about the doisability they are trying to portray.

7. Literary Agents: be Willing to Work With Disabled Creators: There are several publishing agensie that have shown unwillingness to work with authors after finding out they are disabled, perticullarly authors that are not nurotypical.

8. Make Confrences Accessible: As already mentioned above, these confrences that publishing companies put on should be mroe accessablke to people with disabilites so they may then feel like they can alo learn and develop their skills along with other writers.

6. What are the Implications for Readers

1. Weather a reader is disabled or not, it is very important tat peopl read books about people with disabilities so thet readers may leanr and understand the needs of people with disabilities. Several childrens books portray disabiliy as something that must be solved or overcome, when in reality for many peopl it is just another part of their life and not this horrible problem that must be cured!

2. Readers want and need to read about characters with disabilities, representation is essential to not only raise disabled voicees, but to also educate the able bodied readers of 26% of our population!

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Three main ideas for The Importance of Representation in Children's Lit Video

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Three main ideas for The Importance of Representation in Children's Lit Video

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1. If a child looks through to many windows, they seat to lose themselves from the story and are unable to see themselves as a main character.

2. White children, and personified animals are the predominate characters in books for kids!

1. This can make white children feel like they are the only one who’s problems matter and they are the only ones who can be main characters.

2. It forces marginalized people to have to decolonize their own thinking about who they are.

3. Marginalized people don’t feel seen, and it can erase them and their problems from the public eye.

3. Window book that illustrate marginalized children can also be mirrors for other children!

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1. The book starts out with Sulway, our main character who is displeased with how dark her skin is. She goes on to describe her parents and her sister, and how warm and bright their skin is. She continues to talk about hoe many friends her sister has, and Sulway just gets called mean names instead.

2. She prays to god to make her skin lighter and when she wakes up the next morning and realizes it didn’t work she cry’s to her mother and tells her the whole issue. Her mother tells her she is amazing and beautiful, but Sulway just thinks she’s saying that because she is her mom.

3. The next night, she has a dream where she rides on a flying star and watches this story of two sisters; day and night. Everyone loved day and how warm and happy they made them, and everyone was scared of night, so night left and everyone enjoyed the never ending days for a little bit until they could not rest and it became to hot. Day then wet and found her sister and explained how they are both necessity to make people happy, and they both have their pourpous. Everyone rejoices when night returns!

4. Day and night exchange a bit of themselves, day having shadows, and night having moon light! They realize they are both beautiful and necessary.

5. Sulway wakes up realizing she is the night, and she is beautiful with silver and whites, instead of warmer colors and she becomes happy with who she is! If she every forgets, she can look up at the stars.

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1. All the animals are happy with beige proper and wearing clothes, and slaking on two legs. Except for Mr. Tiger! He is sick and tired of heaving to be proper all the time.

2. So he has a solution, he begins to walk on all fours and everyone else thinks is weird. His friends are confused and tell him its wrong.

3. Mr. Tiger dosn’t care, and feel like everything is still not quite right! So he takes off ALL his clothes and everyone baneshies him to the woods to be wild on his own.

4. Mr. Tiger enjoys it for a while but begins to miss his hom, and his friends. He comes back and realizes they missed him too!

5. He wears less proper clothes and still walks on four legs but they accept him for who he is, and when they get back to town he realized that things were slowly beginning too change, when he sees many other animals walking around on four legs.

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1. The book is one story written from four different perspectives; Charlie’s mom, Charlie, Smudge’s dad, and Smudge!

2. It starts with the mother of Charlie. Her, Charlie, and their dog are taking a walk through a park when their dog runs off to play with another dog. (Smudge, and her dad’s dog) The mom is upset by the dogs playing together as the second dog is scruffy and dirty. She continues to make comments on the unsightly people in the park, before dragging Charlie and their dog back home.

3. The perspective switches to Charlie and him running off to play, he meets a girl he was a bit scared of her at first but as they play together, they become friends. He makes a comment on how his dog looks like he’s having a great time chasing the other dog. He gives Smudge a flower before he is dragged back home. Their walk home is much sadder than the beginning of their perspectives, as Charlie is pulled from his new friend, and his mom is disgusted with the people and animals in the park.

4. The third perspective is Smudge’s dad, he takes SMudge and their dog out on a walk to the park as well, but it’s clear they are much less well off then Charlie and his mom. He lets their dog off the leash to go play and sits on a bench next to Charlie’s mom and looks for jobs in the paper while Smudge plays. They then walk back home together with  their happy dog.

5. The final perspective is Smudge’s where she talks about her dad looking for a job and meeting a boy at the park who she thought at first was dorky. Her whole persepective is very free and imaginative! SHe remarks about how her dog loves to play with the other dogs at the park, and how we looks so happy. Smuge’s walk home is much brighter and happier than in the beginning of her and her dad’s perspective, because Smudge’s dad likes to listen to her stories and she made a new friend.

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1. CJ and his grandma are leaving Church and are walking to the bus stop to go home. Its raining and CJ asks his grandma about it. She frases her words oddly though and mentions how the trees are thirsty, and one of the trees is drinkking from a straw.

2. While they’re waiting at the bus stop and CJ watches the rain, and his friend Colby get into a car with his dad. CJ then asks his grandma why they don’t have a car as the bus pulls up. She tells him they don’t need a car when they have a bus that breaths fire, and a bus driver that always has a magic trick for CJ!

3. As they get onto the bus the bus driver Mr. Dennis pulls a coin out from behind CJ’s ear and they laugh. They sit down in the front of the bus, CJ notices everyone on the bus and him and his grandma greet everyone.

4. CJ’s grandma knits and CJ questions why they have to go “here” after church, not specifying where here is. He then is upset that other kids like his frined Colby don’t have to come “here” after church, as he watches kids play outside the windows of the bus.

5. A blind man comes ontot he bus and CJ gives up his seat for him. He questions why the man can’t see, and his grandma tells him about how he can see wiht his ears! The man coments on the grandmas perfume and she laughs.

6. Two older boys get on the bus with an IPod and are listening to music. CJ makes a comment on how he wishes he had one, and his granbdma tells him to ask the man with the gutar across from them to play a song. The man starst to play a song and CJ, his grandma, the blind man, and the seeing eye dog all close their eyes to listen.

7. CJ imagines a wonderful picture as he has his eyes closed and listen to the rhythme of the music. when he opens his eyes evryone claps and CJ gives the coin from the bus driver into the mans hat.

8. They get off the bus, it has stopped raining, and walk into a dirty street with graffiti and boarded up windows. CJ comments on how dirty it is and his Grandma tells him to look to the sky and see how pretty it is. CJ sees a rainbow as he looks up and thinks about how he would have never seen it if his grandma hand’t mentioned it.

9. Its revealed that where “here” was earlier in the book is a soup kitchen, and as they walk up, CJ sees people he knws in the windoww and is happy they came!

10. The last page shows them volonteering at the soup kitchen and handing out food to people!

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1. MIlo gets on the train with his sister, and talks about hoe this is something they do every Sunday, but doesn’t say why.

2. Milo goes through his train ride with his sketch book and imagining peoples lives and what will happen to them as they get off the train.

1. The lady in the wedding dress going to her wedding with her husband

2. The man going home alone to his apartment

3. The breakdancers that get on getting glares in a wealthy neighborhood

3. He then gets off the train with his sister and they enter a prison and he wonders what people imagine when they look at him. It is then revealed that Milo and his sister are going to see their mom in prison.

4. He then realizes that he had one way of thinking about the peopl on the train and reimagines the situations!

1. The woman in the dress going to marry her wife!

2. The man going home to his family

3. The brakdnacers brewing welcomed home in the weathly neighborhood!

5. He then shows his mom a picture he drew of him, his mom, and his sister getting ice cream together

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1. Size and Shape:

1. Small picture books provide a much more personal experience with the reader and the child! There is a lot less room for many people to look so the child and reader must be close. Where as a larger book can be more open and inviting, creating more space for more people or children to gather and look easily.

2. Small books are also easier for small hands, such as children’s to hold! This makes it much easier for a child to gain independence, being able to hold the book themselves, carry it with them, and read it on their own.

3. Size and shape can also define what a story will be like! Big books are loud and adventurous, where small books are quiet and peaceful. Horizontal shaped books are more likely to hold more landscape artwork and focus on perspective. While vertical shaped books are more focused on human shape and focus.

2. Cover:

1. “Skipping the cover and the title page is like arriving at the opera after the overture.”

2. The cover and title page may convey signals to the tone, mood, and beginning of our story. Sometimes the picture book begins on or before the title page so skipping it is missing on on a part of the story.

3. We can also discuss the dust jacket, and if the artwork is the same or different from the actual cover of the book. The cover and dust jacket may be different, this can be an artistic tool to convey a part of the story or give hints to what may happen within the book.

4. If we open up the book and look at both the back and front of the cover/dust jacket we can sometimes see one cohesive picture to convey the story in the book.

3. Endpapers:

1. “…think of the endpapers as the state curtains for a play, which are the first thing the audience sees when it enters the theater, as well as the last thing seen when the play is over.”

2. End papers can be plain colors that set the tone and mood for the story, warm bright colors can set the tone for a warm happy or adventurous story, and cool dark colors can set the tone for a serious or calming story.

3. Endpapers may have repeating illustrations or motifs of what is to come in the story, such as characters, objects, animals, or a combination of them. They can also be illustrated in detail to convey a message or tone for the story, with characters or main focuses of the story.

4. Endpapers are usually identical, but can also sometimes be different in the begging and end to convey a message. For example a end page in the beginning might be dark and gloomy with a sad depiction of the character, and the end page at the end of the book might be much brighter and have a happy depiction of the character after they went through the story and they raised their mood.

4. Choice of Paper:

1. The paper an author/illustrator chooses to have their book printed on can be an artistic choice, but can also show who the book is meant for. Thin slick pages are for older children, where thick hard pages are for younger children with less fine motor skills.

5. Binding:

1. A library edition of a book may omit some element sand remove them from the book. This can take away from the book and make it so you loose some of the details of the book. Some library edition books may change hard cover books that had different art from the dust jacket which can remove some element of the story that the two separate items tell. Most end pages are changed from their detailed illustrations to plane white.

2. In very carefully crafted books its important to have each piece to make it one whole piece of carefully constructed art. Taking some of this away will take away from the experience of the entire book as a whole.

6. There are many more design elements such as; Frame, Point of View, Art Medium Used, Style, Line, Perimeter, Narrative Sequence, and much more. These all are element that are carefully created by the illustrator or author to convey certain tone, mood, and messages.

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Exploring the Artwork of Peter Brown’s Mr.Tiger Goes Wild

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Exploring the Artwork of Peter Brown’s Mr.Tiger Goes Wild

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1. There was an experiment done to help children learn the principals of design and improve their visual literacy by observing picture books and pointing out certain choices in the design and illustrations. They did this with the Peter Brown’s picture-book Mr. Tiger Goes Wild.

2. From Peter Brown’s perspective when creating the book he wasn’t taking symbolism or any design choices into consideration when he was making the book. He considered the paper he printed on, and knew he wanted Mr. Tiger to stand out against the other characters.

1. To do this he printed the book on textured, thick, and uncounted paper to give it that muted color! But to make Mr.Tiger stand out he used a special orange ink that he only used for Mr. Tiger, and the sun in the book to make them pop.

3. The experts, students, and teachers that reviewed the book took a look at many design elements and symbolism they were able to find in the book, even though they were unintended symbolism on the part of Brown.

1. They looked at the dust jacket and the cover and how the hard cover underneath the dust jacket what Mr. Tigers coat pattern, symbolizing how he will shed his clothes later in the book.

2. They discussed the Typography of the letting in the book, and on the front of the dust jacket. The end pages, color choice, saturation, the weight of lines in the book and abscess of hard line work on the drawings, and much more. Together they put together a compilation of their findings to see if analyzing this book helped children develop their visual literacy.

3.  The children would put their ideas together on a work sheet where they would put the title of the book, their name, and what part of the book that they were analyzing. They would then put their findings on the paper. The children showed great understanding in being able to read and understand the messages trying to be conveyed in the book, this is illustrated in these responses that said;

1. “Opening 1 double-page spread — I noticed that Mr. Tiger has an implied line from us to him. This shows that Mr. Tiger is looking at us because he is mad because he dose not want to act like a human. He wants to act like a wild animal. (Leena)”.

2. “Opening 1 recto — I noticed that Mr. Tiger is being framed by the goat and the cow. Everyone but Mr. Tiger is facing sideways. I think Mr. Brown did that to show that Mr. Tiger is being ignored. And to show that he wants to go completely wild and the other animas won’t let him. (Hilary)”.

3. “Opening 14 recto — I notice that the letters are breaking out of the frame when Mr. Tiger roars. This shows that he’s happy and free. (Regan)”.

4. The researches beleived that the children learning and being able to use this meta language was able to help children betted understand visual aesthetic and interpret artwork in picture books they read. Just learning the basic vocabulary to illustrate ones thinking can creator increase their ability to comprehend the media they are taking in.

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1. Camila goes home on her scooter and describes the Reid as she goes by. She also talks about how its her birthday and how she had candles in her pancakes. She’s so excited to be able to go shopping with her brother now that she’s old enough.

2. She goes with her brother shopping and he is quite annoyed with her questions and bracelets that jingle.

3. Camila finds a dandelion and decides through the book while annoying her brother what she will make her wish. She’s feels bad for not making a wish on her birthday candles because she couldn’t decide. Now she want so use  her birthday wish on the dandelion.

4. Camila trips on her scooter over a curb and fell making her dandelion blow away and she gets really upset she lost her wish. Her brother feeling bad about this happening., tells her to close her eyes and follow him.

5. They come to a clif where Camila opens her eyes and sees hundreds of dandelions and their seeds flying everywhere and makes her wish!

6. Her and her brother then make their way back home!

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1. The book starts out with Ella, our main character! And how this is her book. She tells us how we know its a book, because their are words like Once Apon a Time in the beginning and Happily Ever After in the end.

2. Ella mentions because this is HER book, she is uincarge of it! And her big thing she talks about in her book is how it has NO BEARS in it, she is tired of all the bears in book! She mentions what books do need like; pretty things, faires, princesses, castles, funny things, exciting things, scary things, and a giant somthing.

3. It then shows her story she is making and is says; “Once apon a time there was a beutiful princess. The princess lived in a faraway castle with her father, the king, and her mother, the queen, and her fairy godmother, the fairy godmother. But NO BEARS. NOT EVEN ONE.”

4. She then continues to describe where their are no bears anywhere in her story, not Evernote the deep dark forest, but their is a monster! Ella then talks about how the monster climbed a mountain, and crossed a river, to rampage through all the kindoms to steal the princess.

5. Someone mestirois saves her from off the page! It was the bear that has been helping make Ella’s story come to life throughout the whole book. Ella talks about how amazing her story was and how the princess was obviously saved by the fairy god mother. She says her story was so good becasue their was no bears in it! And in the picture we can see all the characters jumping from Ella’s story to comfort the bear who is sad he was not given the credit for saving the princess.

6. Then the book ends with Happily Ever After!

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1. The book has no words through it, except for on the camera that washes up on the beach that says “Melville Underwater Camera”! This means that anyone can read this book, even r if they don’t understand English!

2. The book starts out it’s a boy and his family on the beach and he is examining different sea creatures. The boy sees a. Crab by the water and as h is looking at it, a wave crashes over him. Once the water clears you see a camera!

3. The boy pics it up and asks around to see if someon lost it, no one knows where it came from so he takes the film out and gets it developmentally. The pictures show so many odd things! Like; robotic fish, an octopus in a house like a human, aliens, and so much more!

4. The final picture is of a girl holding a picture that continues to repeat of many peopl holding photos. The boy uses his magnifying glass, and a microscope to look down through all the pictures until he sees the first one.

5. He decides to take a picture of him holding the final photo with the camera that he found. He then chucks the camera back into the ocean where we see it pass/get carried by many different sea creatures and pass by permaids and other strange creatures until it washes back up onto another shore where a little girl is reaching for it! Presumably to start the story over again.

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1. The book starts out telling us abut Lubna and how she arrive in the land full of tents, and how when she arrived she found a pebble on the beach and gave it a face.

2. She tells pebble everything about her brother, and what is happening back at home. Pebble listens to her and just smiles back.

3. When Lubna is worried she will confide in her pebble, and when it is cold her dad gives he a shoe box with a tea towel to keep pebble warm.

4. A new boy arrives in the Land full of tents and is very nervous, Lubna meets him and shows him her pebble and we learn the boys name is Amir. Him and Lubna become friends and they play hide and seek.

5. We then find out that Lubna and her dad are moving again, this makes Amir sad and Lubna asks pebble what to do. The next morning she knows what to do! She gives Pebble to Amir, he asks what is pebble misses you? Lubna tells him to just write the smile back with the pen. Amir asks what is he misses her? And she tells Amir to tell pebble about it.

6. As Lubna leaves on the boat, she says goodbye to pebble, and Amir says hello to pebble.

The first page of the book is a close up of Lubna’s face holding the pebble, and the last page is a close up of Amir holding up the pebble. This creates symmetry

The title page shows the boat that Lubna is on arriving and it is facing towards the right and coming in from the left showing leaving familiarity and entering new and adventure.

On the second opening verso it shows that Lubna is finding the pebble and the boats are above her in a looming scary way. But where she finds pebble is lit up and inviting. This represents her new beginning and a safety from the scary oppression of the new place.

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1. The book starts out with our main character Zuri in bed with her cat. Her hair is BIG and poofy and has a mind of its own. Her dad tells her how her hair is beautiful and makes her her! No matter how it is styled.

1. With braids with beads she feels like a princess!

2. When her hair is in two puffs shes a superhero!

3. And her hair is magic when it rains because it frizzes out!

2. She wakes up all by herself because she couldn’t sell, its a big day! (But were not quite sure why its so important yet!) She doesn’t wake up her dad because she thinks he needs a break because he dose a lot for her.

3. Becasue its a big day she wants the perfect hair style, so she looks online! But the tablet is knocked out of her hands by her cat and it cracks, waking up her dad. Zuri explains to him her plan was to do her hair on her own so he could rest, but he volunteers to help.

4. The first style they try she doesn’t like! And the second was a no go as well, s he tried to slick her hair back into two puffs like she likes but gets hit by the rubber and when it pops off! They then try and puff out her hair and Zuri is not impressed. Her dad comes back with a hat and puts it over her head, she starts to tear a up and talks about hoe special her hair has to be!

5. Zuri then gets a great idea! They gather all the supplies and watch the video they pick out carefully!  Then she gets three puffballs, she puts on her super hero cape an the look is completed.

6. Zuri’s mom then comes home and asks where Zuri is, who comes rushing in to greet her. It then shows a welcom home mom sign and we can infer that Zuri’s mom has been gone a while. Her mom asks who did her hair and Zuri looks at her dad.

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1. 3 annotations total (don’t skip an artical)

2. Each annotation includes quite/big idea

3. Each annotation explains importance of quote/big idea

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Exploring Representations of Characters with Disabilities in Library Books

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Exploring Representations of Characters with Disabilities in Library Books

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1. Introduction:

1. Reading is not only important for improving a child’s ability t read, understand, and comprehend the meaning of words but can also help aid in developning other areas of development such as fine motor skills, social-emotional understanding, and intellectual development.

2. It is extreamly importatnt that teachers and classrooms continue to learn about and incorporate diverse and. responsive education to the curiculum as sain in the artical “Experts predict that by 2060 the African American population in the UNited States will increase from 13.1 to 14.7%, the Asian population will increase from 5.1 to 8.2%, and the Hispanic population will increase from 13.6 to 24.4% (U.S. Census Bureau 2010).” (Price et al., 2016). Along with the increase of students with IEP’s in the general classroom these children must be represented and accommodated.

2. The Portrayal of Characters with Disabilities:

1. Books for children serve several purposes such as but not limited to; context and understanding of social norms, learning to adapt to society, develop apropriate social-emotional skills, gain information, learn to relate words and pictures, understand and learn about other cultures perspectives, and children are motivated/entertained by stories that they can relate to.

2. “…authors frequently portrayed characters with disabilities as being limited in personality and lacking depth. Additionally, the representations of characters with disabilities in these storybooks are largely inaccurate.” (Price et al., 2016). This means that in 2006 childrens books for the most part did not represent children with disibilies, and even if they did it was inacurate and the disability was offten “cured” or “fixed” when in reality that is not possible. Books where there are charcaters with disabilities, the character was offten portrayed as a supporting role and not a important or main character.

3. While many people, esspecialy teachers and families look to public libraries as a resource to find quality books that discuss topics such as people with disabilities, the libraries may be lacking.

3. Methods:

1. Stereotypes: of the 102 books that were examined to see if there were any stereotypes portrayed 21 books contained images, langauge, or words that could be stereotypical in nature. Exampels of these include depictions of children with disabilities with always bing sad, frail bodies, and assumtions of children in wheelchairs being unable to master an athletic skill or play with other students.

2. Tokenism: If characters were not portrayed as genuine individuals and characters that were important to the story they were considered token.

3. Type of Role: Researchers foucused on if children were portrayed as “doers” or “observers” during the majority of the story. 7% of the books portrayed the characters with a disibility as unequal as the other charcaters. For example, in one of the books the child with the disability was shown being taken care of and assisted by the other children and the child with the disability being a passive observer to the action instead of an active participent.

4. Accepted for Individual Behavior: 91% of the books feeatured children and charcaters with disabilities being accepted and individuals within their school, familes, and communities.

5. Resolution of the Problem: 67% of the books portrayed characters with disabilities resolving problems in the plot  while 4% of the books showed charcaters with disabilities being the cause of the conflict or issue

6. Same Story Told: 48% of the stories could have easly been told in the characters did not have a disibility in the story and could apply to other children who did not have a disability, stories such as having an argument with a frienfd, getting a new pet, etc. 47% of books incliuded stories that could not be told the same way if the child did not have the disability, such as a child with a disability joining a classroom and needing accomodations.

7. Genuine Insight Into Daily Life: Many of the books that had children with disabilities showed genuine insight into what their lif was like and portrayed them as a normal child with a normal life who just happens too have a disability.

8. Clear Balance Between Roles: for 74% of the books there was a clear balance between the characters and everyone was shown doing the same activity at the same level, while 7% of books showed disabled charcaters off on the side line and not involved in the activity happening in the present.

9. Possitive Role Models: Out of all the books only one showed a character that could not be looked up to and used as a role model! but 95% of beers showed a positive character as a role model that children with or without a disability could look up to.

10. Author’s or Illustrator’s Background: Half of the books contained information about the author and their background with the disability and straightened their contribution to the book by giving direct evidence that they knew about the disability.

11. Author’s or Illustrator’s Perspective: for 52% of the books the author’s perspective added to the quality and strreighth of the books as a whole.

12. Loaded Words: seventy one of the books did not contain any language that could be seen as harmful, or offensive when used in relation to people with disabilities. but 27 books did contain words that could be put into that category such as; “crippled”, “pity me”, “puny”, “crooked”, amd “He couldn’t do anything right.”.

13. Copyright Date: When looking at a book anything copyrighted before the year 1990 is considered “old” and not applicable to thr study.

14. Target Age: Every single book, 100% of them met criteria that was appropriate for the age they were being targeted too.

4. Discussion:

1. Future Research: Futher research should be conducted with a larger study area, including books from other counties and should also include places such as physical online book stores and online libraries.

2. Limitations: Only books form one geographical area were examined.

3. Implications for Practice: It’s very important to read and reveiw a book before reading it to young children, and examine the underlying messages that may be learned from a book. Wether the book is discussing disabilities, gender, race, etc a teacher or family member should always make sure the book is not teaching or informing harmful world views onto an impressionable child.

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1. The majority of people who challenge books and try to get them banned from libraries and schools are parents or partons. Rarely is it people the books are targeted to such as students.

2. Most books are banned from schools libraries, the majority of media that is banned is books, but also media is allso challeneged such as programs, exhibits, and films.

3. The main reason media of any kind is challeneged or banned is usually becasue of sexually explicit sceanes, LGBTQIA+ themes, Critical Race Theory, Profanity, Anti-police, and Indoctirnating children. There are so many more reasons, but these are the biggest reasons listed, I know this becasue on the PDF shown above, there is a word cloud and these themes are the largest out of most.

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YA Twitter Can Be Toxic, But It Also Points Out Real Problems

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YA Twitter Can Be Toxic, But It Also Points Out Real Problems

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1. There were several YA novels that were critisized on Twitter for their depiction of harmfully racial stario types and romance books with a backdrop of genocide. Despite the overexadurated responses people did seem to find somehting positive in these harsh reveiws. Twitter gave marginalized voices a platform to speak on and it may be beneficial to listen to some advice given by some of these online critics.

2. “It’s far to easy to look at the simple, shallow version of events — books have bad representation and people got made and publishers pulled books becase they were scared — rather than looking art the roots of it.” (Templeton, 2019). This is a quote of a quote from the article that discussed how publishers don’t look at why authors have issues in their writing and just say no with no explination and no change to change. If publishers asked why some authors went with the choices they went with, they may discover it was an honest mistake!

3.  “[Child_lit] was a power center and important place for conversations about the power that children’s litarature has to shape readers.” (Templeton, 2019). Childrens litturatre can effect how children perceive other kids, and themselves without them knowing its effecting them in that way. It is a powerful tool to help build more respectful and accepting youth.

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Niño Wrestles the World by Yuyi Morales who won the award in 2014

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Why Dose This Award Exist:
This book award is given to littureture that represents Latino/Latina authors and culture. It’s an award to lift and bring forth Spanish speaking culture to children through litturature.

How Long has it Been Around:
This award has been given out every other year since 1996, but has recently changed in 2009 to be given out annually to a book. Many books may also be able to win the award within a year. In 2021 there were three total winners of the award, anf five honnorary winners of the award.

What Type of Books is it Given to:
This award is generally given to nonfiction, or fiction books as long as they are publish in Spanish, English, or bilingual formats and portray the Latin American culture, or were writen by a Latino/Latina author.

Some Examples of Books That Have won This Award are:

https://www.ala.org/awardsgrants/awards/4/all_years

1. La Pincecea and the Pea - Juana, Martinez-Neal - 2018

2. ¡Vamos! Let’s Go Eat - Raúl the Third - 2021

3. Niño Wrestles the World - Yuyi Morales - 2014

4. Efrén Divided - Ernesto Cisneros - 2021

5. Dreamers - Yuyi Morales - 2019

Why Should WE Care About This Award:
As teachers it is extreamly important that each and every one of your students feels seen, loved, safe, and supported in your classroom! Having books that have been promoted and represented for their diversity are extreamly important to have in our classrooms!

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Why is Captain Underpants the Most Banned Book in America?

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Why is Captain Underpants the Most Banned Book in America?

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1. First, why we’re the books banned in the first place? The number one reasons for the books being banned are as following;

1. Offensive Language

1. The boys in the beginning of most of the books, in the beginning comic that “catch you up on the story so far” refer to Mr. Krupp as “that old guy”.

2. Partial Nudity

1. “The hero of the series, Captain Underpants, flies around in underwear and a cape throughout the illustrated book.” (Engel, 2013).

3. Violance

1. Throught every book there is often a chapter that is “expreamly ________”. In the original book The Adventures of Captain Underpants there is a chapter named “The Extreamly Graphic Violent Chapter” which is preseaded by a warning that states: “WARNING: The following chapter contains graphic scenes showing two boys beating the tar out of a couple of robots. If you have high blood pressure, or if you faint at the sight of motor oil, we strongly urge you to take better care of yourself and stop being such a baby."

4. Misbehavior

1. Each book is riddled with Harold and George playing pranks on other classmates, pertucularly their classmate Melvin who is usually a sub antagonist of the book. In the book Captain Underpants and the big, bad Battle of the Bionic Booger boy Part 1: The Night of the Nasty Nostril Nuggets in the beginning of the book they switch around the letter on the “Please wash your hands after using the toilet” sign to say “Please wash your hands in the toilet” in which Melvin proceeds to do so!

2. Why should Captain Underpants not be banned? There are many argument s as to why people think it is unsuitable for their children, but there is also an argument as to why they are good for kids!

1. Many people use the argument of “No drugs, no sex, no profanity, no full nudity, and no more violence than you would see in a cartoon like Tom & Jerry”.

2. These books promote young children who often find gross humor entertaining to read! And even though they are advertised as a graphic novel or comic book type story they also follow the traditional chapter book format.

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1. In the book there is several instances of visual elements that we discussed in class and explored more in the reading for this week. Here are several examples of visual elements included in the book New Kid:

1. Frame/Panels: In several places in the book we can witness people objects, or other thing sbreaking/leaving the panels and bleeding into the gutters in between panels! Also often the panels are shaped in a certain way to convey a message, such as when we are introduced to the character Drew his character is framed in a circle to convey that Jordan’s attention is drawn to him. Panels can also take other shapes to convey intensity or fill the entire page! We see this in the beginning of every chapter where there is no gutter or white space and the picture takes up the entire page.

2. Upfixes: These are used to convey motion, emotion, or just ad overal emphasis in certain aspects of the story or charcters! Such as when Jorden and his classmates meen Lexie who is obsessed with puppets we see emojis over their heads to convey their reactions. Also throught the book we see little angels that are illistrated like our main character Jordan to pre present his inner feelings or thoughts. Theses are just two exapmples of many upfixes within the book.

3. Line: Line is used several times within the book often to convey a feeling, this can be used with the objects in the picture, the panels shape, or actual lines within the drawing! These are used to draw your eye from each panel to the next or to certain characters on the page.

4. Typography: Often throught the book we see the typography change from the plain text as the characters speak to each other when they feel a certain way! Such as when a character is in a panic the text may become ful capital and bonded. Or when there is something instense happening in a panel, sounds or effects may be writen out in more obvious text!

5. Gutters: These are the spaces between each picture in the book, but in New Kid there are several times where a pannel ends but it is over another picture, or connects with the edge of the page and there is no real gutter. But a gutter is more then just space in between panels, its also the area where stuff happens such as a scene change, POV change, or it may show the sequence of actions. The gutter is the place where the reader has to make infrenses on what happened between each panel. This is often used in the book to differentiate between who is talking in the moment.

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Professional Reading Annotations: 4
Kid Lit Annotations: 4
GLORIOUS!

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Professional Reading: 4
Kid Lit Annotations: 4 (this is because of the sheet quantity of annotations here. some are stronger than others - those that use the vocabulary of analysis and explain what the specific things in the book might mean or do for a reader are well done)

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Professional Reading: 4
Kid Lit: 4

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Professional Reading: 4
Kid Lit Annotations: 4 (b/c of how many there are, these would improve with more analysis - not just a summary of the book)

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Quotes that will make us more intelligent looker

1. “I wrote exactly the stories I was reading, they were white, blue eyes, they played in the snow, they ate apples, and were happy about the sun coming out.”

1. Children who read more diverse stories can write and com up with more diverse stories that they can picture themselves in, or others can read and see themselves in.

2. “I couldn’t think of them as anything other than poor, poverty was my single story of them.”

1. If we look at people as more than jut one thing in humanists them and makes them more real and easier to empathize with.

3. “If I had not grown up in Africa and all I knew was from images I would only know beutiful landscapes and beutiful animals with people who fight senseless wars and are suffering from poverty.”

1. Perspective can really change how someone sees one culture, simply growing up in another part of the world can greatly change a person, or people’s perceptions of a culture or group of people.

4. “Power is the ability to tell the story of another person but to also make it the difinitive story of that person.”

1. When you are part of a dominant e culture or only read of a someon ant culture you start to believer only one thing about other cultures and develop a stereotype in your mind about them.

5. “but to insist on only these negative stories would devalues the other stories that make up the rest of me.”

1. You can also make single stories of yourself, if you only portray one part of yourself you only become that and you must make yourself a diver person and tell your own diverse stories!

6. “If people who could read would read if you made litturature affordable and accessible.”

1. People are naturally curious and naturally want to know all the stories, so if you give them what they want that reflects themselves and others equally you create a diverse array of literature! But it must be affordable or accessible by people in lower class so they also feel included!.

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Professional Reading: 4 (just glorious)
Kid Lit Annotations: 1 (incomplete - just let me know when they’re done, a sticky note in class so I check them again works great)

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1. Video One - Fairy Tales are Full of Wonder:

1. Fairy tails impact children without us really knowing it! In the video she mentioned how when they were cleaning out her youngest son’s room so he may move out they found a drawing from kindergarten he had made of a wolf from the story she read to them as children, this shows that even at five years old children are comprehending a story and its having an effect of who they are as a person.

2. It is later revealed in the video that her son loved the story so much because of the grandfather clock in it, that reminded him of one at his grandparents house. Stories influence children but not how we may think, just small details they can attribute to their personal lives can connect them deeply with a character or story. Even if its just a clock your grandparents have.

3. Scientist have not been able to pinpoint exactly why fairy tails are so importanut to children and the development of their imaginations and creativity, but we can draw an idea from the types of lessons these stories are trying to teach. For example, Asops Fables usually contains talking animals that come to a conflict and then a lesson at the end! These can tecah children about certain things like not lying, being kind, stranger danger, etc.

2. Video Two - Why Folk Tales Tell us Who we Are:

1. These storires teach children about other cultures and how other people live their lives, what they beleiv, and how we can treat them with respect.

2. These stories are a matter of not errasing other cultures from the stories and how they can contribute to modern day stories!

3. Video Three - The Origin of “Martina and the Beautiful Cockroach”

1. This is a Cuban story and children when they first here the name are put off or discusted, and then intreaged by the unsusaly pairing of words “beautiful” and “cockroach”. Its itreaging to children and peaks their intrest through the juxtaposition of unsual words and concepts.

2. The story contains a cochroach who wears a butiful purple dress like an eggplact which is popular in Spanish and Cuban cooking and it may enlighten childrne form non Spanish and Cuban cultures about that food or other culturaly significant ideas.

4. Video Four - Family Stories

1. From stories of our elders it can educate us of our place in the worlds and how things should be or how we should act! They shaired there past wisdom and how things used to be before your time.

2. This is how family culture is built and traditions and strories are passed down from one generation to the next and perserving stories of the past.

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Professional Reading Annotations: 2 (incomplete, what is there is a summary - the idea here is to comprehend the text, choose key ideas from the text, and explain why those parts are key ideas)

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1. In the beginning of the story it describes how beutiful Yeh-Shen was and how she had “…skin as smooth as ivory and dark pools for eyes.”. In China, pale smooth skin and dark eyes was a standard of beauty and was cherished and sought after.

2. Yeh-Shen is also friends with a golden fish that she feeds, and in the Chinese culture fish represent luck, riches, prospparity, and happiness! This brings us back to the beginning of the story as well where its mentioned that Yeh-Shen is the daughter of a chief so there for comes from power.

3. Once she is transformed for the festival it mentions how small her feet are, which was another staple of Chinese beauty standards of the, women would even go to feet specialist who when they were children would bind their toes back to make their feet extreamly little and they would grow to be more like stubs then feet.

4. The step mother leaves Yeh-Shen at home during the fiestival becase she wnats her daughter to find a man to marry and im not be distracted by Yeh-Shen. This means that marrage is a very important thing for people in this time and men have the power. Marrage is symbolized a lot through out this story, also in the Kingfisher fethers that Yeh-Shen wears over her shoulders are a symbol of beuty and marrage and she transforms into them when the king gives her bac her golden shoe and they get married.

Main Symbols in the story:

Beauty is rare, valuble, and aught after, also pale skin is more beutiful then darker skin.

Marrage is the ending of the story and the bride no longer matters becasue she is married.

If you are not born instantly beautiful you can no be beautiful

“ugly” people are mean and hate beautiful people

Being beautiful is powerful and you opnly have worth if you have beauty

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1. Coming of age and seeing the wonders of the surface can symbolise coming of age as a human and learning of more adult topics that younger peopl are not allowed to know about.

2. “It spun her heart lioke a Catherine wheel.” A Catherine wheel is a wheel on which a woman named Catherine was tourtured for refusing to give up her christan fath, and she was therefor beheaded! This can cymbolise Delphine’s future heartache in the story.

3. The boarder and frame of each picture is diffrent depending on what is going on in the scene!

1. Such as when Delphine is underwater and at home the boarder is of sewerage, and coral, and water!

2. When she is watching the ship crash the boarder represents and looks like rain, wind, and waves!

3. When she is watching the prince the border is covered in beutiful white flowers like the one she is picking pedals from in the scene which would represent her longing and love for the prince.

4. When she meets the sea witch the boarder is of coral, but there is a snake slithering through it and snakes are typically depicting sneakiness, deception, and lies!

4. Delphines voice she gives up could represent her being and her soul, she has the most beutiful voice in all the land and she loves to sing! but she gives up something she loves for love. The ending where she gets her voice back could teahc the lesson of never sacrifice who you are as a person for love.

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1. The flower that Repunzel is named after symbolises desire, such as the mothers desire for a child! And we can see throught the book that the repunzel flowers are braided into Repunzel’s hair, this can symbolise her desire to be let free from the tower as she sings out the window.

2. When the price clibs the tower near the end and finds the witch instead of Repunzel he throws himself from the tower into some thorns and is blinded. Thors represent sorrow and this lines up with his sorrow and sadness of loosing his bride.

3. Rear the end when the witch finds out that Repunzel was meeting the prince at night she cuts off her hair and throws her into the wild. Having your hair cut off can represent being cut off from a mothering figure or reperation! Repunzel is finaly free from the witch and her hair which had kept her locked away was now the thing that freed her!

4. And at the very end of the book we leanr that Repunzel was pregnant and had twins! Twins represent one soul in two bodies, and this can be linked to the prince and Repunzel as they fell in love and became one but were then seperated again!

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1. The book revolves around language and the belief of ability in disabled individuals. The entire book revolves around a young girl in the fifth grade named Melody who has Cerebral Palsy and has trouble communicating what she is thinking. The book is told entirely from her perspective and illustrates the thoughts in her head and the frustration that comes with not being able to express those thoughts. That can be illustrated on page 9 at the beginning of chapter 3, Melody states "Since I never had trouble thinking or remembering, it actually sort of surprised me that I couldn't do stuff. And it made me angry." (Draper, 2010).

2. The book is slow to start but throws you into tough situations that are meant to make the reader uncomfortable such as the trip to the doctors office, "He began by clearing his throat. "Mrs. Brooks," he then said, "it is my opinion that Melody is severely brain-damaged and profoundly retarded." (Draper, 2010). On page 22 of chapter 4 the language used in this chapter can be described as loaded words that have a harmful or hurtful redirect and definition behind them. This use of words in literature can be harmful to readers or as a literary device for the characters in the novel.

3. In one of the articles we read it discusses how disabled children reading about children similar to themselves in literature it makes them feel more seen! And if able bodied children read about children with disabilities in a positive light it can make them more open to  the idea of being friends with children with disbailities.

1. I feel like if Melody and her classmates were exposed to more literature with disabled children in them when they were younger, they would most likely be more open to students of differing abilities like Melody. This would also be a great chance for Melody to lean that she is competent and she can d things even if its harder for her than others.

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1.  Throughout the entire book never dose the narrator ever use he/him pronouns for Melissa even in the beginning before Melissa still goes by the name George. This helps demonstrate the inner thoughts of trans people! In side their heads they are one gender but to the outside world they are another! To us Melisa is a she, to the rest of the characters she is a he up until the last chapter.

2. In the reading What are we really saying to our children? – Language Acquisition & Gender it mentions that language is power ad even the subtle way we refer t the people in our lives can change how we perceive them! The change from George to Melisa in the final chapter in the book starts with Melisa looking in the mirror in a skirt and tank top and finally seeing her real self for the first time. Its in this time that the narrator finally refers to Melisa as Melisa, and Kelly starts to refer to her friend and Melisa! Its the clarity of Melisa finally being herself that shifts the narrator and her friend.

3. " 'What's new? You're one tough cookie. But the world isn't always good to people who are different. I just don't wan you to make your road any harder than it has to be.' " (170, Gino, 2015). This quote is said by Melisa's mother on page 170 when she finally realizes how she had reacted the other day when Melisa had performed as Charlette in the play. This is her as described in the reading becoming answerable for her fear for her child, she dosn't want to accept that her kid is trans because she knows its a hard road. Its a difficult thing that many parents face when they find out that their children are in the LGBTQ+ community. The want to protect is so strong that it turns into an avoidance of the topic.

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Professional Reading Annotations: 4 (fantastic - BUT check your spelling, there are lots of errors that interfere with meaning - and could stop you from getting a 4)
Kid Lit Annotations: 4 (same feedback as above, ideas are solid & well explained, spelling gets in the way)

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Professional Reading: 4 (these are great AND they should ideally show off how you determine importance as you read to choose 3 key ideas, these are ALL the key ideas!)
Kid Lit: 2 (incomplete - work on tying together your kid lit points with ideas from the professional readings - this is where you apply what you learned from the reading to kid lit!)

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Table 2. Student and graphic novel information (Pantaleo, 2018)

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Elementry students’ meaning-making of graphic novels

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Elementry students’ meaning-making of graphic novels

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1. It’s shown that children in even fourth grade can discern and drive a deeper meaning from graphic novels once they are taught the metalanguage of visual art and symbolism that goes into each panel. The artist dosn’t just draw their comic with no plan or idea, when they want to make a scene intense, exciting, sad, or calm they use specific format or medium to convey this. And when children are thought these visual tools and vocabulary they can they read the text and look at the picture with a more litteratate eye.

1. As said in the reading “…requires readers to consider how meaning is conveyed through written language as well as elements such as colour, point of veiw, perspective, typography, line, and other visual signs.” (pantaleo, 2018).

2. There are many people who beleive that graphic novels are not suitable material for children to comprehend in an academic way as they are “too easy to read” or “take no effort”. Although, reading a graphic novel actually tells a specific skill of visual literacy that is developed over many years. And students showed more engagenmt and want to discuss and read the story when they had a visual stimulant to go with. It engages a diffrent parts of the brain than just reading words dose.

3. As we look up at the table above from page 8 of the reading, this is basically what we are doing in out class right now. Pantaleo gave these children the meta language and conventions of graphic novels! She then asked them to identify these in the panels of the comic and how each book breaks these conventions.

4. Vocabulary Slideshow:

1. Metalanguage - Language about language

1. Ex: Line, typography, texture, shape, frame, whitespace, medium, convention, format, panel, grawlix, upfix, etc.

2. Medium - A method, form, or way an artist or author conveys their art or story.

1. Ex: Digital art, traditional art watercolor, colored pencils, etc.

3. Convention: Practive or ways of doing things, customs, or traditions (Pantelo, 2018)

4. Format - The way in which something is arranged, the shape, size, presentation of a book.

1. The graphic novel is a textual format that uses the medium of comics (Pantelo, 2018)

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1. The Racial Roots Behind The Term 'Nappy'

1. "The likely origin of the term is the word nap, which was used to describe the frizzled threads raising from a piece of fabric. There is a lot of speculation that nap was redefined as a disparaging phrase for the coils and kinks in the hair of the African enslaved..." (Paulino, 2019). This quote illustrates the original origin of the word and illustrates why it is harmful. The context behind the phrase can educate people o why they should not include it in their lingo.

2. The Struggle Continues: How the Endings of Children's Literature Creates False Narratives of Social Movements

1. "When children believe that oppression (racism, sexism, environmental injustice, etc.) has been solved, certain beliefs arise such as the Civil Rights Movement cured racism or thinking one individual act worked out so everyone else facing hardship should be able to get from under it as well." (Kellogg, 2019). When you write an ending of a book with this flowery pretty ending to read issues that are still ongoing it cat plant false ideas in children's heads about the realty of the world. This can create a blindness to issues if people believe they have been solved or cured when they have not been.

3. Guide for Selecting Anti-Bias Children's Books

1. "The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others." (Derman-Sparks, 2016). This quote is a good precursor for the rest of the article! Children need to be able to see themselves in books, but then also need to see others as well! Children especially need to see children or families that are not a part of the dominant culture and that are depicted in a positive light. Without this children become blind to the different types of people in the world and unconsciously absorb harmful ideas and stereotypes about people of different genders, races, ethnicities, and religions that are not part of the dominant culture.

4. The Crown Act

1. "Black women are 1.5 times more likely to be sent home from the workplace because of their hair." This quote from The Official CROWN Act website represents how women of color are more likely to be seen as unprofessional because of their hair. Black women are limited to straightening their hair, especially for job interviews so they will be seen as professional and a good fit for the job. Hiring committees prefer the norm of straight hair then wavy, curly, locked, or braided hair.

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Professional Reading Annotations: 2 (would be closer to a 3 if they were complete AND they followed instructions, this is WAY more than you need for these annotations, this shows that you can read and repeat ideas, but annotations are a way for you to show that you are reading and determining importance, so selecting ONE big idea and explaining it is key)
Kid Lit Annotations: 1 (incomplete)

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A is for activist:

The book has activist words for every letter but also other sight words that children are learning at an early age such as; Quail, iguana, cat, grow, penguin, butterfly, tiger, etc. It also depicts several diverse children and people throughout the book along with people with disabilities and people of color.

Woke Baby:

This board book by Mahogany L. Browne and Illustrated by Theodore Taylor lll. Each opening depicts the "woke baby" our main character of the book doing several acts of waking up that can also be related to things done in activism! This includes thigs such as on the second opening it says "Look at your fists, fingers curled into a panther's paw pointing up up, reaching for justice." This is representative of activism as the fist that symbolize the Black Lives Matter movement.

My Smokey Night Annotations are in a separate panel two panels down.

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I give myself a 4, because I have 4 annotations (one from each reading). I also have a quote from each reading and I explained why I decided to do that quote and how it relates to the big idea of the entire reading. I used in text citations for as much as I could and included them after every quote.

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2 (incomplete, missing any outside of Smoky Night)

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1. The book Smokey Night has been seen as problematic in depicting the LA Riots as they were depicted incorrectly and all the information was not presented.

2. Evidence for this can be found on several of the pages and through out the story line, one of the first things I noticed was the description of why people were rioting. The book reads: "Mama explains rioting. 'It can happen when people get angry. They want to smash and destroy. They don't care what's right and what's wrong.'" (Bunting, 1994). This small line doesn't describe the true reason why people were angry, the truth was several reasons! One of these reasons was, a black man named Rodney King was violently beaten by officers and in their trial they were acquitted from any crime even though the beating was filmed and presented as evidence.

3. My second issue with the book was their description of Mrs. Kim's cat, and by extension her.. along with how she was depicted in general. The characters in the story were pretty racially ambiguous, but there are several harmful Asian stereotypes used to depict Mrs. Kim. Also knowing there was unrest between Korean and black communities already assists in cementing this theory.

1. In the beginning of the book the two cats are described, the main families cat Jasmine, is depicted as calm and kind while Mrs. Kim's cat is depicted as mean, fat, and aggressive. Then the building the main characters are in burns down and our main character freaks out because he can't find Jasmin and as they escape through the rest of the book he asks if anyone has seen her. At the very end a firefighter comes in with Mrs. Kim's cat, and Jasmine and they were now friends. This magically resolves the conflict between the main family and Mrs. Kim.

4. The entire conflict of the book seems to be magically resolved at the end by the reunion of Jasmine and the main character and the befriending of Mrs. Kim's cat. This can be related to our reading for this week about unrealistic endings an how this is more of a fairy tail happy ending then a true ending or resolve to the conflict.

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How might authors creating endings that are open while also finishing the story?

I believe that an author can keep an ending open by mentioning at the end wat children or families can do to help an issue or contribute to places that are helping to resolve an issue! The book still has an ending that is positive, but also open and lets kids know that the themes discussed in the book are still prevalent issues that have not been solved yet, and provides them with the positive feeling that what they do matters and they can help.

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Picturing Rural America: An Analysis of the Representation of Contemporary Rural America in Picture Books for Children:

"The representation of the rural life in books were grouped into six major categoies; the number of incidences appear in brackets after the category: (a) Rural people are self reliant (11); (b) Rural people are connected (18); (c) Rural people are satisfied and happy (22); (d) Rural people are diverse (5); (e) Rural areas are expendable (2); (f) Rural people are depicted as 'other' (8)." Ruraal groups of people are offten pushed into categories and stereotyes! These  stereotypes and depictions can mislead peoples idea of how rural people live and often leave out every persepctive.

The last category as listed above "Rural people are 'other'." is the most harmful and they are ususally depicted as "gross" or "dirty" such as in books like The Relitives Came (Rylant, 1993) and The Paper Bag Prince (Thompson, 1992). This can influence how children look at people in lower finacial situations and lead to an almost hierarchal relationship between children where weathier children are more powerful in the classroom and decision making.

Picturing Economic Childhoods: Agency, Inevitability and Social Class in Children's Picture Books:

"In recent times, a variety of texts aimed at child audiences have attracted critical attention as sites that teach children not only about the social world and how it might be understood, but also about their social location as consumers of cultural texts and commodities." The portrayal of children in high or low economic status can be educational and helpful for children to learn about people diffrent form them, or it can be extreamly harful an plant false ideas into childrens heads that breads stereotypes and ignorance. Its a very fine line of what is good or bad representation of economoic status.

In the reading it discusses a good and bad example of depictions of economic status through Herbert Heratio Bartle Bobton-Trent and Voices in the Park.

Herbert Heratio i a boy who is born to a weathy family and is depicted as knowing how to do almost anything he tries to do instantainiously such as; walk, talk, read, swim, math etc. He is also the one to pull his parents from financial ruin at the end of the book and seen as a savior. This can be harmful because it can place the idea that children with money are good at everything they do and if you are not born wiht money you are not oing to be smart and sucessful! Or if you are born with money and are not instantly good at all that you do, you are a falure. This is not a good depiction of economic status in children liturature.

Voices in the Park follows four stories all of people enjoying a day at the park. Two of the stories from a mother and son taking their dog to the park, and the other two from a father and daughter taking their dog to the park as well. The first pair are depicted as weathy while the second pair is depicte a slower class and through the friendhip between the two children it breaks boudries between the two families and shows that it disn;t matter your economic status! The two children play happily and freely thrugh out the park while the two parets struggle between their biases of each other. This is a great depiction of how economic staus is a diffrence but its okay and people/children can still be friends despite that diffrence.

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2 (question is answered, but it does not include any details from professional reading or examples/explanations from kid lit)

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WOLVES - Power Dynamics Between Characters 

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WOLVES - Power Dynamics Between Characters 

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Throughout the book the rabbit has the power, the wolves the rabbit reads of are fictional but slowly they become bigger on the pages and demonstrate knowledge of the rabbit reading the book. On the 8th opening we see just the legs of the wolf as it towers over the rabbit an the power completely shifts from the rabbit to the wolf. This is an example of Legitimate. power

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read & interpret the landscape of the social world

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read & interpret the landscape of the social world

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What dose his book teach us about what is means to be a person in the world?

1. Herbert Horatio Bartle Bobton-Trent:

1. Herbert consistently knows immediately how to do things such as read, speak, walk, swim, etc. But he is not great with traditionally feminin things such as baking cakes and arranging flowers. This can send the message that boys in families with money are instantly good at things they do and they don't have to work to be good at things.

2. Walk With Me:

1. The girl in the story wants o have a Lion walk with her to protect her through out the bad parts if town, she wishes that she had the lion to ride on the back of, to scare the grocery clerk into giving them groceries, and to help her pick up her baby sibling from preschool. This can symbolize that rural areas are dangerous and unsafe and you need a big scary animal to protect you through it. It isn't easy living in a rural area for this girl and her family so she has been forced into the adult role of the family.

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Those Shoes is a book about a boy who wants a new pair of popular shows that everyone seems to have around school. He begs his grandma for them but she says: “There’s no room for ‘want’ around here — Just ‘need’,” Grandma says. “And what you need are new boots for winter.” ”

Throughout the book the main family is hinted at and depicted as living in an urban area, they live in an apartment, they can’t have wants only needs, they shop at thrift stores, etc. And when the main character buys new shoes for himself at the thrift store anf they don’t fit he gives them away and wears his new boots instead.

This gives children the impression that if they are under privileged they can’t fit in and shouldn’t try and continue to give away and be charitable even if they can’t afford it.

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Where are you From? Building Bridges Over Walls With #OwnVoices Literature:

"The five authors who were the focus of this conversation believe that #OwnVoices work can build bridges instead of, or over, walls to link people of many different backgrounds together. Their work does this by helping more people see themselves in books and thus feel the value they are to the larger community, and by giving the “window” of experience of a different culture." The authors beleived that if their litturature that depicted a certain race, ethnicity, geder, etc that were writen by people in that community it would build more community and show windows into that community, rather than building walls.

In childrens liturature, if a book about a certain culture or community is writen by an "outsider" or somoene not from or a part of tht community it can breed and spread stereotyping, harmful language, and falseities of peope frm that community! Its important we get uor information from the sourece - the communitite that we are talking about!

Critical Indiginous Literacies: Selceting and Using Children's Books about Indiginous Peoples:

"Some people are aaken aback at the word "nation" as applied to Native nations becasue of the tendancy to group Native peoples with other minority groups in the United States." This quote along with the beginning of the artical whre they discuss teachers usig november to teach about Native peoples (because its native history month, and has thanks giving) illustartes how people in Natuve communities are not seen as a true nation by the general public! This shows how people have little to no education about the actual reality of how Native people live their lives. They have these strotypes of teepees and feathered hats when there is so much more, there is diversity and diffrences between each tribe and nation!

Reading books about Native peoples through out the entire school year and not only during November helps children understand that Native people are not just important during Noveber, but always there and a part of our communities and cllective society.

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1. Be Prepared for LGBTQ  Questions & Concerns:

1. School is a place where children will encounter many different people in their lives, weather it be a classmate, a teacher, or a parent. This is why it is also a good place for children to learn about these differences in a positive and meaningful way! Its essential that students are prepared for the world outside, and that they are not blind to the fact that there are other people besides the dominant culture, and that students are not less than because of their differences. This is why communication is essential in the teaching of diverse groups in schools. Some families may feel more comfortable with their children learning about these things at home, or are not ready for their children to learn about certain topics. When the teacher has a strong and with the family and an open communication it is easier for difficult topics such as these can be brought up much easier.

2. What are we really saying to our children? – Language Acquisition & Gender

1. In the first portion of the website is mentions how powerful language is. Language is based in culture and can effect how people see themselves even as early as birth! It is how we understand our world and communicate with other people. This is why learning how to use your language to support others, and why your language can be harmful is essential for not just teachers, but anyone who has young mind they can effect. This is why when a child expresses who they are and people they care about in their lives begin to go against who they are it is damaging, or course... But if a child in secret knows they are something different then they are perceived and they see around them that it is wrong to be who they are that can install hard beliefs at a young age that they are less than and unimportant to the rest of society! In the blog the author writes " 'I have a body that made adults…' Here a child claims for their self that their body made adults act, taking all the responsibility and placing it on their body for action upon it."(Gonzalez, 2019). This shows that even one word in one sentence can change the entire context of the sentence from the perspective of the child and may implant ideas that could be harmful in the future without the child or adult speaking even knowing.

3. Answerability in Children's Literature

1. "From Scott’s perspective, Melissa’s possession of and interest in “girly magazines” would be opportunities for a male to enjoy sexualized portrayals of women rather than as the guidebooks to femininity that Melissa relied on them for. Later, when Scott assumes Melissa is gay, he becomes answerable for some adjustment in the heteronormative social script, but not in a way that honors Melissa’s identity." (Hermann-Wilmarth, Ryan, 2019). This quote from the article illustrates that in the book there is several perspectives tat Melisa is viewed from, she is seen as a boy for the first part of the book, she is seen as gay in the idle, and finally as how she is at the end, a trans girl. This is just one character becoming answerable for their perception of Melisa but it really shows how even before people take the time to know who she truly is they jump to assumptions they know based on previous knowledge.

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Sweetest Kulu:

This book was written by an insider of the community depicte, the author is an acclaimed Inuit throat singer and wrote the book to depict the Inuit community and their love and passion for the land and its animals that give love and light to the people!

On the back of the book it mentions "...this visually stunning book is infused with the taditional Inuit values of love amd respect for the land and its animal inhabitants." this quote demonstrates how the Inuit people have deep respect for the land and animals around them, and this book demostrates the animals coming to give little "Kulu" gifts after he is born.

Adreli is a Dreamer:

The beeginning bleb about the author describes how this is her story! This is her stor of comming to america when she was only 6 years old and how she navgated the world as an immigrant to america. She learns to be who she is and accept her herritage along with her new culture!

In the professional reading from this week that discusses latinx culture a portrayed in children's liturature menions how only 5.4% of books that are sent to the CCBC are writen by people who identify as latinx.

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1. Under my Hijab:

1. The author and illustrator of the book are both insiders into the religion and practices of Islam and both put a fun and educational message about the many different styles and ways people wear a Hijab.

2. The end of the book also comes with a small note that educates the reader on the practice and use of a Hijab, it also talks about the author and although she practices Islam she doesn't wear a Hijab because she wishes not too! Anyone who is Muslim may choose how they wear one, and if they wear one. It is a personal choice.

2. The paper Kingdome:

1. This book is not about a particular cultural practice or a caertain group of people it is written by an Asian author and the characters are dpicted as a mixed race family. It also dicusses economic status throughh the main characters parent having to work a difficult night shift cleaning at and office building, and after not bieng able to find a family reletive or friend to baby sit for them, have to take their son with them to work.

2. The parents dicuss how when the boy becomes “king“ (in charge of a company like in the company they clean for) that he will be kind to the dragons in his kingdome (his workers). The boy then promosis to himeself that if he becomes king, that he will make sure that the dragons clean up after themselves so his parents don’t have too.

3. This is a stpory that depicts how even in hard finacial or work situations families can still be happy and loving to their children!

3. Bee-bim Bop!:

1. This is a very upbeat book with a lovely rhythem sung by a child who is preparring a traditional Koran dish with her mother! The characters are all portrayed as happy and excited, as well as depicted as a normal fmaily instead of weird or diffrent.

2. The author and Illustrator of the book are both Korean, therefor insiders in the community in which the book is depicting. The author in perticular is dicusees in the peritextual information about how she has wrten several children’s books and worked a lot on publishing books about food in her her culture. There is even a picture included in the back of the book in which the author makes bee-bim-bop with her nefew and neice.