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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 Seuss because as an adult, I enjoy rewatching cartoons from my childhood and comparing 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. Books such as, The Lorax and Yurtle the Turtle also engage difficult topics at a level children can understand.

What I liked from 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! Why not read picture books to kids at the Junior, Intermediate or even Senior levels?? We love them, and so will our older students.

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.

My mom and dad read them to me and my sister before we could read ourselves, and I read them to my own kids.

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What stood out to me from the Court readings was the mention of how our childhood canon perhaps excluded other perspectives. This struck me because as a teacher, I have made an effort to find stories with a variety of perspectives so that all of my students can, at one point or another, see themselves in the book we are reading. I also find it important that students are exposed to perspectives other than their own. For me however, I cannot remember any books with differing perspectives that was shown to me in school. I hope to give my students a different experience.

What stood out from the Lerer reading was the idea that children's literature was not books written for children, but books read by children. Honestly, I don't exactly know what I think of that statement, but it certainly gave me a different perspective. It is something I will continue to reflect on.

As a child, my favourite book series was Percy Jackson. In grade five, it was recommended to me by the school librarian, and it started my love of reading. Before that, I was reading for school, not for pleasure. The world of Greek mythology captured me immediately, and still to this day I remain interested. I read that series into high school and now, as an adult, I have read works such as Circe and Song of Achilles by Madeline Miller. These books are more adult adaptations of the Greek myths.

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1. What stood out to me in Court (2018) was when the author mentioned that revisiting your childhood books as an adult can provide comfort and rediscovery. Whenever I revisit a book from my childhood I think back to how I felt when I read that book for the first time. The story feels familiar yet different since I am an adult with more knowledge and a different perspective.

What stood out to me from the Lerer (2015) reading was how children's literature can allow us to see through the social, cultural, and economic outlooks of history. When reading children's literature from different ages, we are able to identify what was valued at the time.

2. My favorite book series as a child was Harry Potter. I think this series was appealing to me because my teacher would read it out loud to the whole class and we would spend time discussing each chapter. She expressed a lot of enthusiasm about the books which made me pick up on the excitement as a child. I also enjoyed how my whole class liked the books which allowed us to share our thoughts about the book and build more enthusiasm. Whenever I pick up a Harry Potter book as an adult, I am reminded of the excitement that I had as a child.

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What stood out to me in this week's readings was the idea that rereading a childhood favourite can evoke strong feelings and memories. Whether a book lives up to our fond memories or not, we can usually remember why we enjoyed it at the time. A book that stands out from my childhood is The Gammage Cup by Carol Kendall. I love how this book includes themes of accepting and celebrating differences in an unexpected setting. It is one that I continue to share with my own children and with my students at every opportunity.

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1. One thing that stood out to me from the Court reading is when they talked about how rereading our childhood books allows us to reflect on our experiences and at the same time helps us rediscover ourselves and the way our thinking and perspectives have grown and changed as adults. In rereading our childhood books, we gain a deeper understanding of our childhood selves.

2. As a kid, one of my favourite books was the Harry Potter Series. I used to love to reread them, sometimes in chronological order and sometimes one or two in particular, and relive my favourite parts and the experiences that were tied to them. As the oldest child of 5 in a dual family household, I was often given a higher role of responsibility as a kid and a lot of my childhood experiences were shared with siblings and cousins. While I love and cherish these experiences, the experience of reading this series with my two aunts is one that was my own which made it all the more special. We read the books together and talked about our favourite parts and would plan special nights out to see the movies as they were released. As a child and a preteen, it was exciting to be able to do a "grown up" activity without my siblings and it made me feel special. Now, rereading this series as an adult brings back all those memories and feelings and allows me to reflect on how the impact they had on me as I grew into adulthood.

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1. What stood out to me in the Court (2018) reading was the statement "Well loved books stay the same even as so much else changes." The comfort in rereading your favourite childhood book or rewatching your favourite movie is a feeling everyone can relate to. At the same time, it evokes different/unfamiliar feelings and understandings. Like the author said, it can be a disappointment. This feeling stems from gained knowledge as an adult that I may have lacked as a child. For example when I first read the Hunger games as a young teen, I truly enjoyed the thrill of the book. Rereading made me realize how much it relates to the real world. I also appreciated the way the books are written way more than I did as a child!

What I liked from the Lerer (2015) reading is the idea that "texts are mutable". An adult and a child can read the same book and one might not find it as amusing as the other. This is very important as literature changes over time and adults might "not get" the appeal of for example Dog Man books. As the author mentioned, there is no golden age for literature!

2. I read a lot of books as a child but the first book that I remember falling in love with was The Hunger Games by Suzanne Collins when I was 13. Watching the movies affirmed my love even more for the books. I loved them because at the time, this was a new genre for me and it felt like I finally found something I really enjoyed reading. The adventure, storytelling and description, to this day, I find immaculate.

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1. An idea that stands out to me from the first reading is I really resonate with the author's experience of returning to her parents home and rereading her childhood books. I completely understand that feeling of comfort and familiarity. After moving away from my own family home into a new city, I often return back home and revisit my old childhood park. Being there gives me the same sense of grounding and nostalgia that rereading a childhood book brings. Its a way of reconnecting with a part of myself thats feels familiar but shows me the growth I have been through from child to adulthood.

Within Lerer's reading, I also resonate with the cultural reflection aspect. I can connect with how children's books continuously reflect on the time and culture they were created in. I can recognize a huge difference compared to my childhood and the books I read, compared to today's day of children's books. Todays books have become widely diverse and inclusive. Books that call out on social issue's that were not acknowledged during my time but are being recognized in today's day.

2. When I was younger my favourite book as a child was Robert Munsch and his books that continue to stand out to me. One of my favourite's and a classic was the Paper Bag Princess. This story meant so much to me because it turned the usual fairy tale into a different perspective. I loved Elizabeth's independence and cleverness that sparked within me upon at a young age. I remember being so connected to the princess because she was strong, smart and in charge of her own story, something I sometimes struggle as an adult. It is still a story that resonates with me today that provides a strong and powerful reminder to myself that I can be clever, courageous, and be in charge of my own story no matter the circumstance.

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1. One of the major ideas from Court (2018) that stood out to me the ability to re-live childhood memories through re-reading books which brings a sense of comfort. As well, re-reading in adulthood gives a different takeaway or perspective. Although the story hasn't changed, the reader has from the time they first encountered the story. There is an ability to re-visit who we once were during that time. It can be described as "an anchor in ones life" (Court, 2018, p. 4). Another theme that I noticed was imagination and play in regards to children's literature. Lerer (2014). Children explore new worlds within a book, and make meaning of the world through these texts. There is an ability to create and make sense of their world both inside and outside of the text. There is also a theatrical element to children's literature (plays, drama) that supports imagination and creation.

2) One of my favourite books is Holes by Louis Sachar which I remember reading in the 5th or 6th grade. Although this is a middle school or upper elementary story, it has stuck with me throughout my life and I continue to do a novel study with my own students now with this text. The story follows Stanley Yelnats who is convicted of a crime he did not commit. His punishment is to be sent to an all boys correctional facility in the middle of the desert, where he is forced to dig holes. The story introduced me to the themes of justice, fairness and coming of age. I resonated with Stanley as he was constantly proclaiming his innocence as is vindicated at the end of the story when he digs up treasure in one of the holes which belonged to his great grandfather. The idea of good vs bad, a happy ending and justice after all, really stuck with me throughout my teenage years. It spoke to me about resilience, friendship, and triumph, all of which I felt I experienced in my own teenage years. Many of my students are also trying to find their voice, develop meaningful friendships and overcome challenges which is why I continue to do a novel study with them on this story.

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1) What idea(s) stands out for you from these two readings? Was there anything that surprised you? That resonated for you? That made you think?

A significant idea that emerged is that children's literature is not only for kids. It serves as a lifelong friend that grows with us. Lerer highlights the richness and intricacy of these tales, illustrating how they influence our imagination, principles, and even our sense of self. Court’s insights surprised me by showing how revisiting childhood books can serve as emotional healing, allowing adults to reconnect with earlier versions of themselves and navigate life transitions. What struck me the most was the notion that rereading is not merely nostalgic, it's transformative. It prompted me to consider how stories I cherished in the past might uncover new meanings today, based on my current life situation.

2) Reflect briefly on your personal experiences reading children's literature. Name a favourite book or story you liked as a child (in English or in another language). Upload an image of the book cover or anther visual, if possible. (If you didn't have a favourite - and many adults don't --  why do you think that is?) Why do you think this book/story meant so much to you? How did you connect to the plot, theme, characters, and/or some other aspect of the book/story?

One of my favorite books from childhood is The Little Prince by Antoine de Saint-Exupéry. I read it for the first time in French, and even as a kid, I sensed its subtle magic. The themes of loneliness, imagination, and the significance of seeing with the heart, not merely the eyes, profoundly touched me. I related to the Little Prince’s curiosity and his desire for connection. The fox’s lesson, "One sees clearly only with the heart. What is essential is invisible to the eye", still resonates in my life today. It was more than just a story; it served as a guide for empathy, wonder, and emotional richness.

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(1) Emma Court's article (2018) really connected with me because she created a feeling of us being able to connect to our childhoods through storybooks. When she said that children's books can be for all ages, she created vivid adult-level observations about our seemingly simple experiences with childrens' books. The stories were really so perfect- and they still are! Lerer's comments about no time being better than the one we are in (2015) created a belief in now and in the future. (2) I loved the Golden Book, "the Monster at the end of this Book starring LOVABLE, FURRY OLD GROVER." I absolutely adored this book, shared with my children, and still love it because it is hilarious, and invites us in to sympathize and identify with Grover's anxiety and imperfections. The illustrations are perfectly suited to the breakdown of Grovers nerves as the story progresses. One of my favourites of all time!

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The question posed by Lerer (2014)—“But what is childhood?” (p. 37)—is both profound and deceptively simple. It stood out to me because it immediately brought me to think about my father, an immigrant from Lebanon who was stripped of his childhood. From a very young age, he was forced to leave school to provide for his family, assuming adult responsibilities long before he was ready. In contrast, my mother, who came from an affluent background, experienced a carefree childhood surrounded by siblings and community. These two contrasting stories have shaped the way I reflect on my own upbringing. What is childhood? What should it consist of? What should it produce? This one question evokes a multitude of reflections, particularly because both privilege and heavy responsibilities marked my own childhood.

Court’s (2018) discussion on rereading children’s books also resonated with me, though in a more complicated way. Court argues that revisiting children’s literature as adults can bring comfort, rediscovery, and a deeper understanding of self. While I find this perspective compelling, I struggle to see how it applies to my own life. Unlike many of my peers who could connect with characters that looked like them, I never experienced that sense of belonging or recognition. As a Muslim female who proudly wears the hijab, I have never encountered a children’s book with a protagonist who shared that identity. As a result, I never had a “favourite” children’s book that offered comfort or representation. Court (2018) also points out that rereading can expose limitations in older texts, such as outdated perspectives. Encouragingly, with the expansion of English children’s literature, more diverse characters—including hijabi protagonists—are beginning to appear.

This connects back to Lerer’s (2014) point that childhood is socially constructed and historically shifting. As he writes, “Childhood was not invented by the moderns...but is a shifting category that has meaning in relationship to other stages of personal development and family life” (pp. 37–38). For me, this highlights how both personal circumstances and broader social structures shape the very meaning of childhood. It also pushes me to think about the role of representation and cultural inclusion in shaping the childhood experiences of future generations.

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From the readings this week, the notion of discovery/rediscovery has stood out to me. In Court (2018), the author discusses how rereading books can be almost akin to an indulgent experience. The comfort and nostalgia brought by stepping back into the world you once visited as a younger person can bring forth new perspectives. through the act of re reading we are also discovering not only plot lines of connections that may have gone unnoticed before, but perhaps even a newfound appreciation for who we are and who we used to be.

I am not certain I had just one favourite book growing up, but the series that really stands out for me was the Junie B Jones books. The Stupid Smelly Bus was the first chapter book I read independently. I remember being so proud of myself, and being so enthralled by how much personality and zest Junie B has. Part of why I loved these books so much was because I wanted to have the confidence JBJ has, I wanted to be silly and break rules, but perhaps did not want to get in trouble all the same! Reading these books was an indulgence into these desires, and always brought a good laugh all in the same!

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1. What stood out to me in Court (2018) was that the feeling of revisiting stories has different emotional and psychological responses for everyone. Personally, I have never reread or remember rereading a story because I have always had a tough relationship with books. I had difficulty focusing and would usually never finish a story. Therefore, when I reflected on my favorite story, nothing stood out to me and I felt disappointment. On the other hand, what I enjoyed reading from the Lerer (2015) reading was the two ways in which a story can be read. Either in the way the reader interprets it, or the way the author intended it. I find that is what makes literature so appealing. Especially for children, having the space to create new meaning and relating stories to oneself helps to build imagination and understand perspectives.

2. The story I chose is "The Way I Feel". This is one of the only stories that pops into my head because of the visual appeal. The story demonstrates emotions very vividly both through facial expressions and creative fonts. I always found it so fascinating to look at and I appreciated real life examples that relate to each emotion.

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Hello! My name is Tricia, and what stood out to me from the two readings was the theme of nostalgia and memories. In Court's article, it highlighted the personal growth that can be measured or remembered through re-reading books from our childhood. I connected to this deeply as I was always a child with my nose in a book and loved to escape into the lands of Narnia or Harry Potter. As a teacher now, I love seeing my own students begin forming these connections that they will one day re-read when they are older. Now, I re-read or rewatch these series and I am transported to the back of my family's car as I curl up reading on the way to a family vacation. In Lerer's article, they mention the "mark defining" (39) moments or lessons of history in literature. I think it is so interesting how each time we read something, we can take away a different lesson to what is relevant in our life. It truly is neverending.

When I was young my favourite book were Harry Potter, Percy Jackson and Narnia. I think what these books all had in common is that they create a whole world full of characters and locations that you can get lost in. They are also series, which I enjoyed because I was a fast reader. I know what drew me to them was that they were a challenge. They were big books, and I was known as a book worm so I figured I could handle it. I also remember enjoying the magical aspect of all three of these books. I hope to read them to my children one day.

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1) From the first reading, I could really relate to the author's experience. As I set up my first kindergarten class, I gathered books for the library. When I went through my childhood books, so many memories came back. That sense of comfort and familiarity came rushing back. I immediately knew I wanted to bring these books into my life again. Hoping that my students would love them just as much as I did.

What I enjoyed about Lerer's reading is that “Texts are mutable,” which means that an Adult and a child may read the same book but may not enjoy it in the same way. As a teacher, it is important to always keep their interests in mind.

2. When I was little, I had difficulty reading. Therefore, my mother would read all kinds of books to me every day. I loved so many different types of books. However, one that came to mind lately was “If You Give A Pig A Pancake”. I loved the whole series. Yet, I would have my mom read this book to me repeatedly. I though it was so funny. It was a great way to inspire my imagination as a kid.

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The one thing that stood out to me in the Court readings was the mention of the child’s perspective of the story being different from the authors intentions with the writing. If the message isn’t being construed, the author succeeds in capturing the heart of the child through its writing. I believe that point it was trying to make was how the story connects with students differently. The message is the same, but how it relates to the reader is completely dependent on the readers’ own lived experiences. What I like about this is that it builds conversation. The joy of reading comes from the feelings we have with what we’re reading.  Sharing those thoughts with others who understand it creates connections and builds character. Even if the children have different perspectives on the story, they can relate to each other using the story they all read. That alone fascinates me.

As for the Lerer reading, it was the idea that books are not written for children, but are books read by children that had me thinking the most. The idea, in my perspective, is that the content of the book is more important than the intended audience the book is written for. Stories like Harry Potter and Lord of the Rings contain content that can be seen as either violent or even sacrilegious. The question isn’t “is this bad for children?” The question should be “will children understand the message I am writing?”. If a child can learn from the message and be entertained at the same time, then the book serves its purpose. This purpose only fails if the story makes readers like children feel uncomfortable or disturbed which is why age restrictions exist to remind people what their story has to offer.

Having given my thoughts on the readings, I can honestly say that the graphic novel series “Bone” by Jeff Smith is my favorite. Growing up, I had a hard time visualizing what I was reading in my head. I had an average reading competency but struggled in taking in information and sharing ideas. Because of this, I immediately gravitated towards comics as my choice of reading. The visuals were made for me and elements like voice and expression in writing were clearly shown in the characters that were drawn. The story itself peaked my interest. Taking not-so-serious looking characters and putting them in a very serious plot involving family drama, loss and war just to see how they could handle it. That summary alone is probably why I connected myself with it growing up. Because I fell behind, I stopped taking myself seriously, but understood that being in school was a serious situation with its own plot, theme and characters laid out for me. If the Bone characters could find a role to play in their story, then I knew that I could find one too in mine.

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What stood out to me in Court’s article (2018) was the comfort of revisiting childhood literature as an adult. A sense of nostalgia and familiarity comes with rereading texts, while also leaving room for discovery. Court brings up the idea that revisiting a text as an adult allows us to discover new themes and pertinent ideas in the text that we can only understand now as adults through our life experience. Our knowledge and life experience shape our understanding of the world and texts around us. As such, in rereading familiar texts, we can come to a greater understanding of our journeys and life experiences.

Lerer (2015) discusses the use and importance of picture books in all stages of learning and childhood. This idea stood out to me as a fourth grade teacher as it reinforced my belief that it is important to read picture books to older students as well. They are valuable tools to use in the classroom to make abstract ideas more concrete and to reinforce a love of learning.

My favourite picture book as a child was A Mother for Choco by Keiko Kasza. I have strong childhood memories of my mother reading this book to my sister and me before going to bed. This book brings back nostalgic feelings of childhood. My mother always used to read books to me as a young child, which helped to reinforce my love of reading to this day. It was one of my favourites growing up as it helped me to understand the meaning of family and helped me to process my identity as an adopted child. My mom used this book to help me better understand my family reality, and made a rather complex topic feel normal instead of taboo. Thus, I believe picture books can play a great role in the classroom in approaching difficult topics, such as different family realities.

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Reflection:

1. Court (2018). A point I reflected on from this text was how rereading childhood books and stories could cause adults to reflect on their personal growth and development. Whether these books remind us of issues we once dealt with and moved on from, or the ways we connected with the characters or the plot, it is intriguing to consider the power of rereading as a self-reflection tool to monitor our own growth and maturity.

A second point that struck me from these readings was the growth and development of children's literature and how it provides us more than just stories, but how they are a history of childhood (Lerer). The fact that there is no specific golden age of children's literature is also interesting as we observe changes in social values, norms, and cultural focuses. I reflected on how a book's value is not necessarily tied to its quality, but to the way (or how much and how often) it is used and circulated through homes, institutions and schools. I paused to consider the fact that just because a book became popular, it does not particularly mean that it was of amazing literary quality. It made me want to uncover books from my past that may have been largely overlooked, those that were written on the margins of popularity and not given the same limelight, to find further literary gems that highlight important pieces of the past.

2. Nancy Drew and the Hidden Staircase was the first book I read in the series, which sparked a fascination with mysterious and suspenseful stories that made up the bulk of my reading during Grades 3-6. I remember it fondly as a catalyst for a deep love of reading longer chapterbooks that pulled me in, and I devoured them. It was the first time falling in love with repeating characters - getting to know their personalities and watching how their relationships developed over several texts. It made the reading more meaningful. I empathized with their problems and enjoyed the elements of danger and mystery that sparked my imagination. Lastly, this book acted as a springboard of inspiration for me to write my own short stories and mysteries.

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What stood out to me in the Court (2018) article was the idea of perspective. Literature can be perceived in different ways due to our mindset, age, understanding and more. I chose Roald Dahl as I developed a more emotional connection to the stories when I read them as an adult. I bought the series for my younger sister and had a chance to reread them. I found that I was able to revisit that feeling I had sitting in the school library as a young girl. However, along with that feeling, I also realized the different emotions tied to the stories that I did not realize as a child. For example, as a child I did not realize the difficulty entailed with the poverty that Charlie's family had to go through in Roald Dahl's "Charlie and the Chocolate Factory".

What I liked from the Lerer (2015) reading was the imaginative connection to children's literature. It is interesting to see how a book can help a child's imagination grow, making life and reading much more exciting. I remember reading Roald Dahl's "Matilda" and imagining eating the chocolate cake which was given as a punishment to one of the students at Matilda's school. Until today, I associate chocolate cake with that incident from the book.

My favourite book is difficult to choose but it would definitely be one of Roald Dahl's classics. They were easy to read and had interesting twists and turns through the different stories.

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1) What ideas stand out from the two readings?

I enjoyed reading both of these articles. In For Grown-Ups Too by Seth Lerer, I appreciated the notes on the importance of children's literature and the impact it can have on any type of audience members. Lerer ( 2014) states that “children's literature charts the makings of the literate imagination (p.37).  This demonstrates the importance of literature and how it has the ability to shape how children learn to think, wonder, imagine and make sense of the world they live in.

In the article, What rereading childhood books teaches adults about themselves by Emma Court, I really resonated with a lot of what was discussed. Especially when Court (2018) states that revisiting stories one used to read as a child provides comfort, relaxation, and the pleasure of rediscovery. (p.2). I find this to be completely true and so interesting that each time I reread one of these stories, so many different memories pop into my head. Court (2018) states that “childhood books offer an opportunity to sit down in the river of time, if just for a moment, and ponder the full scope of one’s life.” (p.4). I think it is incredibly special to have such a profound experience from pieces of paper bound together. I feel very privileged to have access to a variety of books that were able to take me on so many different adventures.

2) Reflect on personal experiences with children’s literature

As a young child, I loved the Magic School Bus series. I was obsessed with science, and these books made learning these different concepts feel like such an adventure. Every book took us on a field trip that was rooted in a big concept in Science (like the solar system, the human body, or electricity). It felt like a silly, imaginative, and magical journey. I loved Ms. Frizzle’s positivity and fearlessness when it came to all of her field trips and her reminder to “take chances, make mistakes, and get messy.” This is a message that still sticks with me to this day. I feel like that mantra gave me permission to see mistakes as part of learning, not something to be afraid of. This is something I now consistently tell my students too. Looking back now as a middle school teacher, I realize how much those books shaped the way I approach teaching. The Magic School Bus inspired me to make my teaching a hands-on experience full of wonder, curiosity, and mistakes. Just like the students on the bus, I want my own students to feel that learning is an adventure they get to be part of and only happens when they are open to taking chances.

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From Seth Lerer’s article, what struck me most was the argument that children’s literature is deeply layered and not “just for kids.” Books like The Little Prince or Goodnight Moon show how something simple on the surface can hold symbolic or philosophical meaning depending on who is reading. Lerer emphasizes how these works shape the “literate imagination,” which made me think about how much of my worldview may have been influenced by stories I read as a child without even realizing it.

From Emma Court’s article, the idea that rereading childhood books can act as a mirror of personal growth really resonated. I was surprised by how powerfully adults can be transported back to childhood memories—through not just the story itself but also the emotions tied to reading it at a certain time in life. I liked the point about rereading being slower and gentler, allowing you to notice things you missed as a child. Both articles together made me realize how children’s literature is both a foundation for imagination and a tool for reflection later in life.

One of my favourite childhood books was The Giving Tree by Shel Silverstein.

This book meant a lot to me because, as a child, I connected with the simplicity of the friendship between the boy and the tree—it felt comforting and unconditional. As I got older, I started to see the sadness in the story, the way the tree gives everything until nothing is left. That shift in perspective connects directly to what Court describes: rereading brings new layers of meaning and makes you think differently about the same story.

I think I loved it because I saw myself in both characters: the tree’s desire to give and the boy’s changing relationship with what he needed at different ages. It was a story that grew with me—simple enough to enjoy as a child but complex enough to challenge me later, much like Lerer’s idea that children’s literature is surprisingly deep and enduring.

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Court (2018) reminded me of exactly why I return to my most loved childhood books when I am feeling overwhelmed, sad, or in need of comfort. As everything around us is in constant flux, the magic of our favourite stories remains. The constancy can be comforting, which it absolutely is! Another piece Court (2018) speaks of is how sometimes our childhood canon excludes other perspectives. When I was in the classroom, I taught a unit on diversity and inclusion through story using Dr. Rudine Sims Bishop's (1991) work of books acting as mirrors, windows, and sliding glass doors into the lived experiences of ourselves and others. As a part of the unit, my students did a diversity audit of our classroom library and were challenged to do the same of their personal collection. I remember being surprised by just how much my personal collection of my favourite books from when I was a teen lacked diversity. A diversity audit is fascinating to complete, and truly opened my eyes to recognizing the single perspective I was most often consuming.

My most-loved story from childhood is Behind the Attic Wall by Sylvia Cassedy. I remember my mom reading it to me when I was in upper elementary school and my returning to it many times over the years when wanting to escape to a place of comfort and familiarity. I think the story was so intriguing to me because the main character, Maggie's life was so different from my own. She finds refuge in the attic of her aunts' home and the company of two mysterious dolls, participating in tea parties and walks in the garden. The idea of another world to yourself has always been comforting to me, especially when I have wanted to escape real life. I remember wishing I had somewhere I could escape to (like Maggie) when I was younger.

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What stood out to me in the Court (2018) reading was the idea that a book can be both familiar and new at the same time. Court (2018) discusses this in terms of viewing the book through an adult lens and that the result of this new perspective may result in a work that retains its magic or, as in the case of my own book choice, disappoints in some respects. I think that this disappointment however needs to be tempered with an understanding of norms and intent. When we view a work through our current lens, we may note language, stereotypes, or attitudes that do not coincide with our own definition of acceptable. What I try to look at is though is the intent of the author and the norms that were prevalent at the time of the books writing. Was it the author’s intent to offend? Were words, phrases, and attitudes portrayed in the work acceptable at the time that the work was written? Is it fair to judge a work using a set of criteria that didn’t even exist at the time? I suppose these are questions that each reader has to answer for themselves and although I was disappointed with certain aspects of my childhood book, I believe that the author’s intent was pure and that the books content was acceptable at the time.

What stood out to me in the Lerer (2015) article was the many ways in which a book can be looked at. I found the differentiation between “books that children read” and “books that were written for children” very interesting as well as the reminder that there can be a great divide between what the author meant a work to be, and what it means to the reader. I also enjoyed Lerer’s take on the evolution of children’s literature and how there were themes that could be found throughout regardless of the age in which the work was written.

As a young person I was a voracious reader. I read childhood’s standard authors (E.B. White, Gordon Korman, Beverly Cleary, Roald Dahl), as well as many “one off” authors that I have never heard from again. One such author was Jerry Spinelli and his young adult novel “Space Station Seventh Grade” (1982). I read this book when I was in grade six or seven and many of its themes really hit home. The novel was only a few years old when I entered the seventh grade myself. The vernacular was familiar and topics like puberty, first loves, death, and friendship were brought forward in an honest and accurate way in a time when these topics weren’t as openly discussed as they are today. I am certain that every boy between the ages of ten and fourteen that read this book saw at least a little of themselves in Jason Herkimer, the novel’s protagonist.  As I alluded to earlier, I reread the novel as an adult and there were elements of the novel that I found disappointing in some respects. The majority of these disappointments were based on the language used to describe some of the characters as well as the use of common stereotypes and gender roles. However, in the books defence, these topics were discussed in the novel, and at the time, the book was a pretty accurate representation of the time in which it was based. I still enjoyed it, but it has lost a little bit of the shine that it once had.

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After reading both articles, a few insights really resonated with me. In Court’s piece, writer and therapist Knecht explores the idea that revisiting childhood books can be deeply therapeutic. She likens this act to the way we share our personal stories—how the perspectives of others can challenge and transform our understanding. Similarly, returning to a beloved book from the past can uncover fresh interpretations we may have missed the first time around.

In Lerer’s article, he describes children’s literature as “a rack of hats… each item is a subject of interpretation” (p. 38). I interpreted this to mean that young readers bring rich, imaginative minds to the stories they encounter. Even when reading the same book, each child may interpret it differently, sparking unique thoughts and emotions. Storybooks, then, become a powerful tool for igniting creativity and diverse perspectives.

One of my favourite books as a child was Charlotte’s Web. It was the first story I remember. This book means so much to me because I grew up with a single father who worked long days, but each evening, when he would be putting me to bed, he’d read a bit each night as I’d fall asleep. Then come when the movie came out, I remember watching it on road trips in our Honda minivan and being so invested in the visual story as well. Reminiscing about it now, and the characters’ personalities, I may have resonated with Wilbur, as a shy, timid character and Charlotte, the wise spider, bringing him out of his shell by stating a descriptive word about him. Those words of affirmation now make me think of the relationship I have with my dad and how he was and still is my biggest cheerleader, even when I have my self-doubts.

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A quote in Emma Court's novel stood out to me: "Childhood books offer an opportunity to sit down in the river of time, if just for a moment, and ponder the full scope of one’s

life" (Court 2018, p.g. 4); paired with Seth Lerer's idea of children's literature as an opportunity to find a sense of escapism for the individual, I found these perspectives interesting and reflective. These ideas made me realize why I enjoy showing my students the stories that I had read at their age. I recommend the books or place it in my classroom library solely because I think they will like it; I do this because I look forward to seeing the excitement for the books that I once loved so dearly (passing on the torch, if you will).

As a child and teen I read many books; from dystopian heroics to texts of self discovery-- I read it all! A book (or series) that stands out the most is the Harry Potter series by J.K. Rowling. This series was the first series that transported me into a different realm. It was a time where I could bond with other kids over this popular series, and a time wherein I spent all day (and night) reading. This time was really special to me; how beautiful is it to love a book series so deeply that it encompasses the entirety of your free time, and create such a large community of people with similar interests, providing a sense of belonging. Finding a sense of belonging is a huge theme in the series, and I think that it very relatable for a child making their way through the world; therefore, connecting to the misfit characters was made easy. The series helped a generation of kids feel not so alone!

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What stood out to me in Court’s article was the idea that rereading childhood books as an adult allows us to uncover new meanings and themes within the text. I found this interesting because it demonstrates how stories that once felt simply comforting or entertaining can later take on a deeper significance. From Lerer’s article, I was struck by the reminder that children’s literature has always carried depth and complexity. These stories often address themes like morality, identity, and justice in ways that resonate with readers of all ages. I found it surprising and insightful that both authors challenge the view of children’s books as “simple,” instead of showing how they deepen in meaning and develop with the reader.

My favourite childhood books were those by Robert Munsch. His stories were often available in my school library and were regularly read to me during class reading time, which made them a big part of my early experiences with books. I loved how his stories were funny, imaginative, and easy to connect with as a child. A few of my favorite books of his included like Love You Forever and The Paper Bag Princess which carried important messages about love, resilience, and independence. I think these stories appealed to me because they had a mixture of humor and meaningful lessons.

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I resonate with Court's (2018) observations about reading that comparing the same material as a child and as an adult can yield new insights. Rereading childhood books as an adult offers new insights and experiences, as I revisit familiar stories from an adult's perspective. As a child, I often focused on the story itself and its emotional value. Now, when I revisit these stories, I find myself paying more attention to the underlying themes and the social significance and even cultural values ​​they convey. The author's perspective demonstrates how, as we grow and become socialized, we can gain new understandings and perspectives when rereading old books.

Robinson Crusoe was my favorite book as a child. Back then, I was utterly fascinated by the idea of adventure and yearned for that sense of independence and exploration. Later, when I grew up and actually went abroad to study, I realized how much I could relate to Robinson's experiences. Of course, I wasn't stranded on a deserted island, but arriving in a new country meant facing loneliness, challenges, and gradually adapting to the environment step by step. This book holds great significance for me because it not only ignited my imagination as a child but also provided emotional support as I grew up.

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1. From Emma Court's article, I was really drawn to the idea of rereading childhood books and noticing how we have grown and changed. As an educator working with students in reading programs, I think about how revisiting a familiar story at different stages of life can deepen comprehension and critical thinking for them as well. It reminded me that rereading is not only comforting but it is also an opportunity to spark richer discussion and help students make new connections as they develop as readers. Seth Lerer’s point that children’s literature helps build a “literate imagination” also stood out. His example about adults seeing only a hat while a child sees a snake digesting an elephant in The Little Prince shows that perspective can shape interpretation, something I have worked on encouraging with my students/youth.

2. Two books that meant a lot to me growing up were Matilda and The Witches by Roald Dahl. As a child, I connected deeply with Matilda because I saw myself in her resilience, independence, and love of reading. The Witches also stayed with me for its suspense and for the strong woman in the grandmother and the bravery of the boy. Now, reading these stories as an educator, I notice more of the social and emotional layers, like the importance of caring adult figures and supportive learning environments. This shift mirrors Emma Court’s idea of seeing new meaning in a beloved book over time and reinforces how powerful children’s literature can be for encouraging critical thinking and helping students reflect on their own lives and the world around them.

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What stood out to me in Court's reading was when he spoke about rereading a book as an adult compared to as a child. The takeaway from the book is different as an adult than as a child. Which is expected. We are more knowledgeable as a adult and may be able to see a different message due to maturity vs when we were child. In Lerer's article I was sad to find out that women writers were ignored even back then. I am happy that we have evolved, women writers are able to have the same platform as men today.

I can never forget " The Crysalids". As much I was never the biggest of readers, this was my favourite literature books in secondary school. It is a fictional about mutations and people who a born different. They are known as outcasts just for being different. They had to eventually run away and go to a place where they were excepted for who they are. I love this book because we see today that we have different abilities and we may look different but it doesn't mean that we are outcasts. I loved the adventure and it widened my imagination. Now that I am older, I there are many movies that is similar to this book e.g The Xmen.

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1. The main idea that stands out to me from both readings is that we can rediscover ourselves through literature we consumed as children. Something that may have sparked certain feelings within us as kids might reveal new ones, such as feelings of nostalgia. Court (2018) explains that our life experiences combined with our knowledge and memories shape the way we perceive familiar and unfamiliar children’s books. It made me think about how as a kid, I really struggled with my self-image and my only escape were books at the time. I usually read stories that took place in high school so I had high hopes for my future self back then. I graduated high school 5 years ago and I think my elementary school self would be disappointed to learn how drastically different fiction and reality can be.

2. While I don’t read traditional books anymore, I do read a lot of Japanese manga and Korean webtoons. I really enjoy consuming and creating art so this is a perfect way for me to continue reading while also engaging with beautiful art and witnessing another layer to storytelling. There are many book series I enjoyed as a kid and naming them all would be a huge list. However, some of my favourites were ‘You’re Invited to a Creepover’ series, ‘Tomorrow Girls,’ and ‘Mackenzie Blue.’ These books are all female centered – I disliked reading series if the main character was a male because I could not relate to it. I enjoyed a variety of genres such as mystery, drama, horror, and romance. As a child, I struggled with making friends so it was important for me to read stories with female friendship.