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In Court's article what stood out to m was how meanings may change for use as we reread books from our childhood. In some books from when I was a child I would be more caught up in the characters and the setting of the story. When I have reread the books as an adult I realize some of the deeper meanings that I may have changed for me, or maybe I have never seen them before. I find that I am seeing a lot of posts on social media recently that are similar to this concept. Many people are posting scenes/ moments from childhood books or shows where the joke or meaning might have just flown over our head.
As a child I remember having many different books that I enjoyed. One that comes to mind is called, "If You Give A Mouse A Cookie". I do not remember exactly why I enjoyed this book, but I think it might be because of the humour. I was lucky enough to grow up with a Mom that was an Elementary School teacher, so we had a very large collection to choose from for bedtime stories.

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What stood out to me in the “what rereading childhood books teaches adults about themselves” reading was the mention of comparing the same information to when we were younger to now. I choose this because as an adult, I enjoy rewatching cartoons from my childhood and comparing my thoughts to what I thought then to what I think now. Growing up, I enjoyed books written by Dr. Suess and by Robert Munsch. When I read it now as an adult, I still feel the same excitement because and similar to what was said in the reading about rereading creates opportunities to have a different takeaway =]

What stood out to me in the “for grown-ups too, the surprising depth and complexity of children’s literature” reading was the inspiration of 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 =]

Growing up as a child, I do not think I had a favourite book, but I loved (and still do) reading/rereading books by Dr. Suess. What initially gravitated me to this set of books was the illustration, and the words from these books brought these illustrations to life for me =]

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In Lerer’s article, I agree with the idea that children’s literature stimulates the development of creativity. I remember as a child getting lost for hours in books. Days seem so much longer when you dive into a book and feel like you are on the adventures alongside the characters.

I also agree with Court that reading books from your childhood is comforting. I remember as a teenager I read a book called Flipped by Wendelin Van Draanen. I had such a strong attachment to that book and it resonated so much with me and my life at that time. When years later the movie came out, there was such a comforting familiarity about it that brought back old childhood memories.

When I was a child I was constantly reading. My mom would always buy me and my siblings books from the scholastic catalogue at school. Holding a book in my hands for the first time and smelling that new book smell was always a euphoric feeling for me as a child. My favourite book as a child had to be Maquillage à Gogo (Makeup Mess in English) by Robert Munsch. I loved that book because it was so funny, I would read it over and over again.

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I can honestly say that I have always been a book worm. This week’s readings really evoked a sense of nostalgia by reminding me of all of my favourite stories growing up and how important reading is and the impact it can have on the reader-especially children. One idea presented in the reading this week was about the truth they spoke regarding the meanings and themes of children’s literature and how this may change based on the reader’s personal experiences and interpretation of the text.

The readings discuss that it is possible to read the same text at different times and interpret the meaning differently each time. As we grow and discover more, we begin to understand and see things differently. In turn, this allows us to connect with text in different ways and may help us uncover new meanings along the way.

I believe that these two ideas stuck with me the most because I have lived them and know exactly what the author’s mean when they are writing. There are so many books that I read as a child and thought that I was all-knowing about, until I read them again a little bit older and wiser. Then, I finally was able to see the whole picture and truly appreciate the stories for what they were really worth.

My favourite childhood book was “The Little Prince” by Antoine De Saint-Exupery. This was my favourite story because my father gave it to me for my 8th birthday. I fell in love with reading when I was 6 years old in my grade 1 classroom. Once that flame was lit I didn’t stop reading. I read books, traffic signs, store names anything with letters and words I was reading. So my father gave one of his favourite books and I started to read it. I will admit that the first time I read the book I didn’t understand the deeper meaning of the story. I understood it to be a sad story, but I loved the idea of a little prince living on another planet and coming to Earth to share his experiences. It made me think that maybe there is more out there in space than just our world. As I got older, I kept hearing quotes and references to the book and so as an older teenager I decided to read it again. That’s when I understood what the story is teaching us and how beautiful the story truly is.I even got to read it again in French in my French literature class in university. I think this story teaches us about love, friendship and growing up.

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1) What idea(s) stands out for you from the 2 required readings? Was there something that surprised you? That resonated for you? That you disagree with?

I was intrigued by the therapeutic properties of rereading a favorite childhood book which could lead us to reevaluate ourselves and reconnect us with who we were or wanted to be.  This idea that when we reread a book can help us see how far we've come or simply transport us to memories that are comforting, happy and pleasurable.

Lerer (Winter 2014-15) states that many 20-century books teach the idea of list making.  I had never really thought about children's books in such a way but many indeed do involve lists. I will need to think and learn more to decided if I like this about children's books or how it can be useful for teaching and learning.

2) Reflect your personal experiences reading children's literature. What was your favourite book? (If you didn't have one, why do you think that is so?) Why do you think this book meant so much to you? (Your favourite book as a child might not be in English, so introduce it briefly if this is the case).

My very first books were read to me in Polish. One book I recall is a book of classic Polish poems.  I enjoyed this book because it has fun rhymes and featured many animals.  My first favorite English storybook was "I love you forever" by Robert Munch.  I think this book gave me that sense of security that I will be loved even with tensions at home.  My favorite novel was "Anne of Green Gables" By: Lucy Maud Montgomery.  I loved the scenery, the Canadian setting and reading about the love of family and friendships that blossomed for Anne.  I supposed Love was something I really pursued in my literature since childhood because it wasn't always displayed in my own life. I believe I was seeking better examples of love.

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1) What idea(s) stands out for you from the 2 required readings? Was there something that surprised you? That resonated for you? That you disagree with?

One of the ideas from Court (2018) that resonated with me was reading books from your childhood that brought back memories of experiences and how you interpret it then, and how you interpret it now when you read it. This reading made me think about some of the books that I read in the past and what they mean to me now if I was going to read them. Another idea that resonated with me after reading the two articles was the common theme between both of the different meanings and interpretations of the books depending on the reader themself. Each reader is able to make different interpretations and connections to the text based on their own experiences.

2) Reflect your personal experiences reading children's literature. What was your favourite book? (If you didn't have one, why do you think that is so?) Why do you think this book meant so much to you? (Your favourite book as a child might not be in English, so introduce it briefly if this is the case).

One of my favourite books as a child was Chrysanthemum by Kevin Henkes. This book was read to me on my first day of kindergarten, I can remember my teacher reading the book like it was yesterday. Chrysanthemum is about a little mouse who doesn't like her name and finds out that her name is actually special and it's what makes her unique. The memory I have of this book is when my teacher was finished she had written our names on her shoes and we had to come find our names. This book had a lot of meaning because through elementary school I disliked my name, I wanted a nickname and there were more than one students with my name. Now when I am planning for my own teaching I like to use this book for lessons to teach students that they are unique.

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1. One idea that stood out and resonated with me the most was from the Court (2018) article regarding the author’s conceptualization of rereading. [“There is an allure to the repetition of rereading, submitting to the rhythms of a narrative, place, and characters you know well, and the familiar emotions they evoke. Rereading also has a different pace. I tear through a book on the first read, to find out what happens next, but rereading feels mellower and more leisurely, even while relearning the parts I’ve forgotten”] (Court, 2018, p. 3). I’ve always wondered why we reread/watch things over and over again. I love to re-watch many shows on Netflix that I have previously watched too many times to count. However, as Court discusses, re-experiencing something that you enjoyed is quite common. It allows for a more leisure experience but still re-evoking the emotions from the initial read/watch.
2.
I don’t remember having a favourite book. This may be from being labeled as a “bad” reader at a young age. I had trouble reading in grade one, especially to others, as I was a shy child. As a result, I received D’s in reading and comprehension, to which my mom was only informed of my struggles at the end of the year. My mother was livid, to say the least, at my grade one teacher. Once I became more comfortable with my teacher following the next year, I was a fluent reader. I want to say the Paper Back Princess was my favourite childhood story, as the main character in the story, the princess, is named Elizabeth. However, I remember that I would feel so embarrassed any time it was read, as the attention would switch to me from my classmates. I think my insecurities and anxieties as a child had a lasting impact on my reading development when I look back on my childhood experiences with literature. This is probably not an uncommon issue for many children, which I think teachers and other education professionals must consider when assessing a child’s reading ability. Is the child comfortable with you? Are they not reading because they can’t or because they are uncomfortable reading out loud? What other factors could affect this child’s ability to read? All essential questions educators should ask.

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Both articles suggest that children's literature, particularly its messages, themes, and meanings, can shift depending on a reader's own perspectives and experiences. I feel as though the connection between the two articles can be summarized nicely by what Seth Lerer writes near the outset of his article: “The history of children’s literature is inseparable from the history of childhood” (Lerer, 2014, pp. 37). I found myself agreeing that the thematic, formal, and aesthetic elements of children's literature are unique to their genre yet also something very fluid that can be enjoyed by readers of all ages. I was also very interested in the fact that both articles touched on the idea of canon-building as it is related to children's literature. Lerer suggests that the social value of children's literature is "determined out of the relationships of those who can make an market books” (Lerer, 2014, pp. 40) which tends to ring true to Court's position that as we age, we begin to notice whose perspectives are excluded from the canons of our childhood.

It's difficult to decide on a representative favourite childhood book. I have fond memories of waiting on the porch for my dad to come home from work so that we could read The Babysitter's Club series together. I remember my mom sharing Robert Munsch's Love you Forever with me in warm moments and then laughing together over his sillier stories. But I grew up at just the right time to be coming of age at the same time as Harry Potter and devoured each book late into the night when I knew I should have been sleeping. I felt a strong affinity to Hermione, as a bushy-haired, awkward, "smart-girl" stereotype and some of my closest friendships started because of the series—my friends and I a group of outsiders, running around playing "magic" at recess. Thinking about this in the context of these articles is interesting, because there's a lot in the series that doesn't really hold up to my views and opinions today (and that's not even to mention the personal politics of the author), but I felt it was appropriate to put that as my answer here because it was my favourite childhood book for a very long time (until I discovered Artemis Fowl, at least).

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1) What idea(s) stand out for you from the 2 required readings? Was there something that surprised you? That resonated for you? That you disagree with?

Growing up, I was always an off and on reader. Some months I would read lots of books, others none at all, but I always loved reading the same books over and over. These articles both really highlight the reasons why I may have done this. I think what stood out to me the most in these readings was just how much our perception or the main messages we take from a book may change each time we read them. As an adult, we may notice or sense a connection to very different elements of the story than we did in childhood. In childhood we may focus more on the imaginative parts of a story and the ideas we can create whereas when we get older the focus is on the realistic message and how we can use this message to ground us in our real life experiences.

2) Reflect your personal experiences reading children's literature. What was your favourite book? (If you didn't have one, why do you think that is so?) Why do you think this book meant so much to you?

My favourite book was "the Teddy Bear ABCs". I think this book meant so much to me because it is one of the first books I read and I read it almost every single night while I was learning these letters. Inside, I pasted personal pictures of my family and friends to help me remember the letter sounds and I was always really excited when I could remember exactly which pictures or people went with which letters.

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Growing up, I was the child who always had a book in her hand and who would always stay up late under the covers reading just “one more chapter” with a flashlight. I remember going to the library with my family each week and picking out at least 10 books. I felt excited and happy when I was reading a new book and I guess you could say it provided me with a sense of comfort. As a child I had many favourite books/series. However, the one that pops into my head is the “Baby-Sitter’s Club” series. I loved that the books were written in first-person perspective, as I found I was able to relate to the different characters.

I was instantly drawn to the reading by Court (2018) as it resonated with me, especially when she explained how books that we read as a child often stick with us throughout our lives. Every time that I go home to visit my family, I am met with all of my childhood books that are still tucked away on my shelf in my old bedroom. As Court (2018) stated in the reading “well-loved books stay the same even as everything else changes and that constancy can be comforting” (p. 4). Therefore, every time I see the books that I read as a child, I am flooded with many happy memories. These memories are the reason why I love sharing this passion of mine with my students. I want my students to love reading, just as much as I did as a child. I also really liked the quote in the reading by Lerer (2014) that explained how even the most ordinary text can become magical when read aloud at home or school and even the simplest children’s books can create a meaningful learning experience. This is one of many reasons as to why I try to incorporate children's books into the classroom as much as I can! :)

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1) The ideas that resonated with me, and was a common theme in both articles, was that stories can take on many different meanings and interpretations based on the reader (their experiences, connections to the story), when it was read, and the historical and social context of the particular time. The Court (2018) article mentions how re-reading a book takes on a different pace, allowing you to experience different take-aways from it. You may notice something you didn’t before, appreciate the writers’ detail in their descriptions, or re-discover yourself when you re-read a book. Instead of simply reading to find out what happens next, as most of us do the first-time around, re-reading allows you to read with different intentions. I have certainly found this newfound appreciation while reading books for the second time! Similarly, Lerer (2014-2015) referred to texts as “mutable”, in that the meanings of a story can change based on the reader themselves -- different readers may see different things. This can depend on one’s lived experiences, culture, ethnicity, family lives, the historical context, and everything in between. Both of this week’s readings made it clear that children’s books are not limited to just one lesson or theme, but that their interpretation is dependent upon its readers, which may not always be the way the author intended.

2) My favourite books as a child were Lemony Snicket’s A Series of Unfortunate Events series (yes, it is now a Netflix show!). While these are not exactly happy stories, I loved how the three main characters -- three siblings and children themselves -- each had a set of particular skills that allowed them to escape harmful situations and solve problems. The siblings were independent and brave, and had to escape the antagonist, Count Olaf, in different ways in every book. I’ve always enjoyed mystery stories (I also liked Nancy Drew, of course), and to this day, my favourite genre of tv shows and books is thrillers/mystery dramas. I can only assume that my appreciation for this genre all began with A Series of Unfortunate Events.

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Reading both of this week's texts made me want to go and reread some of my old favourites that were mentioned. They transported me back into the magical world of those books. I’m someone who loves reading and re-reading so the section about that truly stood out for me. I also appreciated considering what makes a children’s book: whether it should be read by children or written for them.

Some of my favorite childhood books were ones my father read to me: Narnia, the Hardy Boys, the Wizard of Oz...in all those cases, I think my appreciation was most about spending time with him and discovering the narratives as he put on voices and characters. I always asked for just one more chapter...

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1) What idea(s) stands out for you from the 2 required readings? Was there something that surprised you? That resonated for you? That you disagree with?

Nothing was terribly surprising to me as the history of children’s literature had been discussed in FRE2744 Littérature pour enfants et adolescents. We had discussed the influence of publishers, conceptualizations of childhood, and religion on the definition of children’s literature. I agree that rereading can be therapeutic – as if to revisit one’s childhood –, which is why I would like to do research on using children’s literature with children who have experienced trauma as a means of fostering post-traumatic growth. (Discussing it as if the experiences happened to someone else can assist children in recognizing how they feel about an issue that has deeply affected them. I’ve done some research on divorce trauma in children and how the arts, including literature, can be useful as a tool for discussing trauma, building empathy, and understanding one’s own responses to situations over which they may have little control.) I also think that nowadays, with all of the movements about feminism, sexism, racism, etc., the potential for disappointment to which Jill Campbell alludes in Emma Court’s article What rereading childhood books teaches adults about themselves is much more probable. For example, even though I enjoyed the Archie comics as a child, I would not provide these to my children as the level of unaddressed sexism towards men and women is appalling. While they did provide a means through which to become engaged in literature, I would much rather that my children – and future students, for that matter – read comics where, if such matters are present, they are problematized by the narrative. I have kept my ENG1120 Literature and Composition I: Prose Fiction books Maus I and Maus II by Art Spiegelman for this purpose.

2) Reflect on your personal experiences reading children's literature. What was your favourite book? (If you didn't have one, why do you think that is so?) Why do you think this book meant so much to you? (Your favourite book as a child might not be in English, so introduce it briefly if this is the case).

As a child, I was an avid reader, although no one read to me. My father constantly read, but our selection of children’s book was limited to what was available at the Goodwill store. This usually meant they were cheap, outdated anthologies with few pictures and little allure to a child reading independently. I did read quite a bit of Robert Munsch, Richard Scarry, and Dr. Seuss as a kid. We also had the Beatrix Potter books, which I did enjoy, and in fourth grade, I read Where the Red Fern Grows by Wilson Rawls and Harry Potter and the Philosopher’s Stone by J.K. Rowling. I ended up consuming all of the Harry Potter books in quick succession afterwards, and although Harry Potter and the Goblet of Fire was my favourite in the series, it was not my favourite book read as a child. That honour goes to C. C. Humphrey’s The French Executioner, which I read in fifth grade (2002-2003). This book may have jumpstarted my interest in historical nonfiction, as I also read a considerable portion of Sacajawea by Anna L. Waldo in seventh grade (2004-2005) and the entirety of The Pillars of the Earth by Ken Follett in tenth grade (2007-2008). I think I enjoyed discovering the social world of England and France during the Renaissance period. At the time, we would have been learning about Samuel de Champlain and emigration from France to New France, which coincided closely with the book’s setting. I may have also wanted to be challenged: books like Silverwing by Kenneth Oppel were too easy to read, and others – like Farley Mowat’s Owls in the Family – were terribly boring.

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1) The idea that stands out for me from the two required readings this week is importance of reading/rereading childhood books and children’s literature as an adult.  This concept resonated with me, as I have always enjoyed revisiting old childhood favourites, as well as reading new children’s literature to my students.
In the first reading, by Court (2018), the concept of rereading childhood favourite stories, and the effects it has on adults.  For me, rereading childhood favourites has always brought back a sense of nostalgia, almost transporting me back to a simpler time, in turn giving me a sense of home.  Court validates my existing feelings on rereading childhood favourite when suggesting that “[c]hildhood 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” (2018, p. 4). For me, this happens every time I read an old favourite; I can hear my mom’s reading voice giving each character a different tone or remember staying up really late just to finish one last chapter.  Rereading these favourites provide these feeling and memories so easily, and are really a great comfort for adults.
Additionally, in the reading by Lerer (2015), it is suggested that children’s literature may have more meanings and complexities than solely what is intended for children; thus, adults may be surprised in what they may get out of reading or rereading children’s literature.  Lerer (2015) suggests that adults may fins that children’s literature helps shed light on the history or literature and reading.  Similarly, Court (2018) suggests that some children’s stories have valid life lessons and accurate depictions of life themes that can be appreciated by children, but also adults.
Overall, the importance and value of reading and rereading children’s literature as an adult was the idea that stood out most for me in this reading.
2) Growing up, my mom read my sister and I a lot of books; she mainly read us Dr Suess and Robert Munsch books, with a few other books thrown in here or there.  Through bedtime stories, my mom really instilled a love for reading in both my sister and I.  Though I read many books in my early life, and I could probably pick a story with more actual text meaning, the one book that holds a special place in my heart is Mortimer by Robert Munsch.  My mom read me Mortimer, and I essentially memorized it as a kid.  I used to sing/recite it as a kid, almost on repeat.  This book became something my whole family would quote, even into our adulthood; my Nonno used to say to us “Mortimer, be quiet!” when he needed to get our attention.  In grade 9, we studied children’s stories in English class, and had to choose a Robert Munsch book to memorize and present for an oral communication project.  I chose Mortimer, and I ended up moving to the finals; Robert Munsch himself attended the finals, and even as a teenager, this was a very exciting event, to be able to perform my favourite childhood book in front of the person who wrote it!

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1) I think what stood out for me in Court (2018) was this quote by Jill Campbell  “It’s a way of thinking more about a book that’s had an impact on you, but it’s also a way of thinking about your own life, memories, and experiences. The continuities and the differences.”(p.2). While I have my favorite childhood books that had a huge impact on my life. Upon re-reading these books recently, it made me think about my own life experiences. As a child, I didn't experience much, but now that I am a lot older, when I re-read a book it allowed me to think about my childhood and the continuity and change. Questions like how do I see the book now or why do I feel more connection to the story? These are the questions that I ask myself when I re-read a book.

2. My favorite book growing up was The Giving Tree by Shel Silverstein. For me, this book till this day hits my feelings. As a child, I never understood the deep theme of the book. However, it was my favorite because of the simple illustrations and the green cover which stood out to me. My grandmother would always read the book to me but I never understood it. After growing up and experiencing many hardships, I attended teacher's college and told my associate teacher my life story. Upon my last day of my practicum she gifted me a copy of The Giving Tree which allowed me to re-read the book again. After re-reading it, I was able to connect my personal life to The Giving Tree which allowed me to create a deeper connection to the book.

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1. Something that stood out to me is how Court (2018) mentions that the books we read in our childhood are the ones that stick with us the most. Which then got me thinking how this is reflected in my teaching. The reason being I more often than not tend to recommend books and stories to my students that I remember reading as a child. Also, I seem to read stories that were read to me to the younger children I teach. Therefore, I truly believe that this idea creates a sense of comfort for readers because of the familiarity of the literature. Rereading these stories and books from my childhood creates so many memories and emotions I had as a child. I also find it quite interesting to see all the new series that are coming out for children and compare them to the series I read when I was their age.

2. Growing up I always remember myself with a book in my hand, I loved to read and I still do! I have a hard time picking out my favourite childhood book because I read a variety of series. However, if I had to pick one it was A Series of Unfortunate Events by Daniel Handler. I think this series was one of my favourites because of the mystery and all the adventure behind each book. Also, I grew up with three other siblings so it created a sense of connection to the characters.

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1) A similarity I found in the two articles was the relationship between the worlds found in the books and how it related back to the child’s reality. Many of the adults rereading their child hood books all found themselves relating it to a memory growing up. There is a form of nostalgia that resonates from rereading childhood books. My parents emphasized the benefits of reading to my siblings and I that has still stuck with me today. My youngest brother had a library full of books in our home to go through as my siblings and I had made quite a collection. My favourite quote from one of the readings relates to how children were finding worlds within the books and books in the world. With a good book, you can find yourself immersed in the world detailed in the book!

2)  A few of the books touched on in the first readings were familiar titles. I do remember myself thoroughly enjoying Hardy Boys, Nancy Drew, Junie B. Jones, and the Series of Unfortunate Events. The books allowed me to look into worlds unlike to my own. It was fun seeing myself in these worlds. There was a moment in Grade 5, that while reading a chair flew over my head and I was so engrossed in my reading that I did not notice. While most were getting detention for fighting or not completing homework. I was getting detention for reading during class!

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1) An idea that stood out to me as mentioned by Court (2018) is that some people’s favorite childhood stories often stick with them throughout their lives. This got me thinking why can our favorite stories stick with us, and how does this help us shape our knowledge through adulthood? Children literature often has the goal to help the child imagine the world them, using the right illustrations and words, for adults reading these stories, it can help them connect and to this world of imagination by relating them to situations that they have already encountered in their lives, as well rereading story books can often change the way they used to imagine it, helping them make sense of how they connect to the events of the story and real life.

2) My mother tongue is Arabic, growing up our library at home was filled with mostly Arabic story books, one of my favorite stories is called: Clouds don’t Rain toys. This story was about a cloud that was asked to rain toys by children of a village instead of water. That’s when the earth and trees cried for water because they’ll die without it. The children realized that what they have asked for is impossible and started begging the cloud to rain again or else they won’t be able to play outside in the shade of the trees and on the green grass. These books came in series to explain the ecosystem we live in, in an easy and affective way, for children to enjoy it as well as learning in the same time.

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1) As a minimalist, the article of Lerer (2014) surprised me by the complexity of notions that we can possibly bring up and associated with children's literature (e.g., art of language, authorial intention, it's development in academic, etc.).

On the other hand, I resonated profoundly with the article by Court (2018) in various ways, especially on the roles of children's books as existential reflection and their therapeutic nature. The experience of rediscovery and reuniting with the inner self through reading has always been precious moments for me.

2)　My favorite book was/is The Little Prince. I first read it when I was 12 and I remember asking my Art teacher to 'draw me a sheep' as well just like the little prince did in the story after I read the book. I  like it very much as the storyline reminds us of the reality and beauty of human nature.

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1) One thing that stood out for me the most from the readings was Lerer’s (2014) interpretation of literary themes. He discusses lists/catalogs as one of the main themes found among children’s literacy, and how the very popular book Goodnight Moon is merely a catalog of items. I thought it was interesting that he described it this way because I never thought to think of this story in this way before. I have read this book many times to my pre-kindergarten students before naptime and always considered this book to speak directly from the child’s point of view - how a child must say goodnight to everything and anything they can think of before settling down in their bed to go to sleep. It is something I did as a child as well. However, looking at this book from an adult perspective, it connects with Lerer’s (2014) idea of “authorial intention and reader response.” Prior to this reading, I was able to use my own imagination and personal experiences to connect with the idea of the story as well as the intended audience, I was able to see past the “ordinary in the strange” (Lerer, 2014) and have a true reader response. Presently, my adult unimaginative self can see this book as a catalog of items compiled together in a storybook, the authorial intention.

One thing that resonated with me was Court’s (2018) idea on how revisiting a book in adulthood provides comfort and sometimes the takeaway of a book can differ from childhood to adulthood. For example, the book Love You Forever by Robert Munsch is a book I had read many times as a child. It was always a story I enjoyed reading. It made me think about my future and how someday I will become a mom who grows this loving attachment to her children. After becoming a mom and receiving this book as a gift, I read it for the first time since I was a child and it brought tears to my eyes. I was comforted by the story in many different ways, in ways that I didn’t feel a child but also in ways that reminded me of how I felt reading this story as a child. It comforted me to know that my dream of one day becoming a mom has now become a reality. The storyline itself also comforted me because I now know what it feels like to be a mom who loves her children unconditionally and vows to take care of them of the rest of her life.  I was able for the first time to connect with the main character, something I couldn’t do or fully understand as a child.

2) As a young child, I can’t think of any book in particular that I can say was my favorite. I wasn’t read to at home and we didn’t have many children’s books in the home either. However, scholastic was a big part of my childhood literacy experience and only began once I started elementary school. I couldn’t wait to order one or two new books each time I received the flyer at school. It is because of this I got into the Magic Tree House series by Mary Pope Osborne. I absolutely loved each book, and how it took you on a new adventure each time. I looked forward to buying the next book in the series and wondered where the story would take place next. I still have the series at my parents house and sometimes look through and reminisce on how much time I spent reading them and trying to remember each story.

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1) In the article by Court, I was surprised to find that rereading books can bring both positive and negative emotions to the adult reader, specifically transcending to childhood and disappointment in altered perspectives. I'd like to add that rereading can bring escapism and connect readers of all ages to a shared sense of childhood.
In the article by Lerer which traced the historical path that children literature took on and its implications on social experience, I was fascinated with its roots in list making, which I think is true. It's interesting to also read about how the commercialization of children's literature had existed in antiquity.
2) I enjoy Le Petit Prince by Antoine de Saint-Exupery because it's timeliness, layered and comments on aspects of life, love, loss and the spirit of being a child.

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1) One of the subjects mentioned by Lerer (2014) that surprised me was that there was no golden age for introducing literature. I feel like we have been so conditioned to believe (at least for me) that there is a golden age for so many things in a child’s life, a crucial moment where something should be introduced that I assumed there must also be one for literature.

Also, the part about the authorial intention and the reader’s response (Lerer, 2014) was intriguing to me. We read children’s books with an adult mind; however, a child’s imagination is vast and untouched compared to ours. It’s interesting to me to try to understand what a child understands of the story compared to what I get from it. I remember reading a book to a child once about animals and the adventures they went on and it seemed so boring to me, but he asked me to read it twice. Now I wonder what he got from the book that I might have missed.

2) My favourite book as a child was “Love you forever” by Robert Munsch, the French version. I still have my copy that I had as a child! I remember the first time someone read this book to me. My grandmother had bought it for us. This book meant so much to me because every time my grandmother would read it to me, she would become very emotional. My grandmother had invented a tune for the little nursery rhyme in the book and I still remember it to this day. My mother picked up the tune and sang it to us a lot as kids. Rereading it as an adult, I still love it as much, as I find the message of love is very powerful, but I see it differently as an adult than I did as a child.

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1) The article by Lerer (2014), drew a connection between children's literature and a history of childhood. Reading books reminds us of our childhood and the lessons we learned from these books. Books also show us what times were like when the book was written. When I try and read books from an older time to my children, it ends up to be a history lesson as well. For example, my son loves hockey so I bought him a book called "The Masked Man" by Meg Braithwaite. It is about how Jacques Plant, a goalie from Montreal,  insisted on wearing a helmet because he kept getting injured while playing hockey. My son learned that before 1959, hockey players didn't wear helmets while playing hockey.

2) My favourite book as a child was called, Socks for Supper by Jack Kent. I am not sure why it was my favourite book but reading it as an adult makes me realize the power of human kindness. The article by Court (2019) states that reading a book from our childhood can bring feelings of comfort. It is a way of sharing our past with our children by showing them the books we liked to read.

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1) The lessons that YA fiction holds for adults (Court, 2018). These stories are not only created for children, also for adults. In my understanding, “adults” in here should have two interpretation, one is the “adults/parents” who should take on the responsibility of raising kids; and another one is the “children” themselves, because they will grow into adults later. When we raise the children, it is better if we know the meaning of fairy rales or other stories and understand the spiritual world of children, and vice versa, children also need these meaningful tales to understand the society they will face.

The children’s literature shows us how we transform our lives into books, tales, symbols, and letters (Lerer, 2014). Children’s literature uses a more gentle way to tell them that the world is not simple, it could be cute, dangerous, peace, or gratified. But the protagonists in the tale are always constantly challenging themselves to find “truth” and show their bravery and wisdom. So that, we should not interfere too much with children’s literature, children should enjoy reading the different topic and reflect to think about the meaning of tales.

2) I grow up with Chinese traditional tales. These stories and fables have been handed down from hundreds or thousands of years ago. Many of them are picked from historical or classics literature. I remember many till now. I do not have a favorite one, but I like all of them.

The deepest fable in my memory is Mr. Fool moves the mountain. It tells the story of Mr. Fool leading his descendants to move mountains in order to open the road from his village (in the mountain) to the town. The main ideal of this fable should be perseverance and fighting spirit. But the funny is the Immortal/God helps them to move the mountain by using his power at the end. Which means that hard-working on sth impossible could be nothing and useless. Of course, this is what I understood now. My understanding at that time was: Mr. Fool's efforts eventually moved the immortal (someone is powerful) to help.

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1) There are a couple of key ideas that stand out to me from the articles. First, both articles confirm a belief I have about the importance of reading to personal development-- particularly that reading helps us understand and situate ourselves in the world-- and early reading experiences can be especially influential and powerful. An idea from the Court (2018) article that I quite like is that 'well-loved books stay the same even as so much else changes.' There is a great comfort in returning to beloved characters, messages, and, phases of life that a treasured book can provide.

2) I have a long list of childhood favourites, so to share just one is difficult. A book I remember loving and re-reading endlessly is The Great Mom Swap, by Betsy Haynes. It is a story of best friends who think the grass is greener on the other side, and convince their moms to allow a switch. I loved it because the characters were relatable and I was a bit of dramatic preteen! I am sure if I re-read it now, I might not be so enthralled-- but just seeing the cover brought back happy memories.

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1. From the two readings, what really stood out to me was the power of children’s literature. It is almost universal in the sense that everybody can remember a book or story from their childhood and immediately be brought back to the feelings they experienced when reading or hearing that story as a child. I can completely relate to rereading books for the sense of comfort they provide and also rereading at a slower, more leisurely pace, compared to the first go around. Having read the Harry Potter series several times, I know that there were certainly points I missed or did not fully appreciate when reading the books quickly when I was younger.

2. Two of my favourite book series growing up were The Screech Owls by Roy MacGregor and Calvin and Hobbes by Bill Watterson. At the time reading The Screech Owls was mostly about my love of hockey and mysteries, and while that is still the case, a part of me does think this series meant more to be because one of the best players on the hockey team was a girl. Growing up I was often the only girl at hockey camps so reading about an all-star female hockey player on a mostly all boy’s team was relatable. Calvin and Hobbes was something that my older brother read and it was the only book my Dad would read to us. I love Calvin and Hobbes more now because of all the life lessons one can learn, when I was younger these mostly went over my head.

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When I read Lerer (Winter 2014-2015), I was surprised to find children’s books are the most profitable area of publishing.  I’m not sure if this means we have access to more high-quality children’s literature or if it means that there are more books to look through when searching for high-quality children’s literature.

Court (2018) mentioned a study that found the process of re-reading and revisiting stories allowed for active synthesis and existential reflection.  This finding resonated with me because it aligns with my own experiences when re-experiencing text. I enjoy re-reading books, which means I own many bookshelves.

As a child, I did not have a favourite book.  This was likely because the illustrations in the 1970s were not overly engaging, and book reading was an independent activity in my home.  I do not remember enjoying books until I was in my teens.

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1. One of the ideas that stood out to me was that of Court (2018) which is that rereading books can allow for adults to rediscover themselves. As a new educator I think that this is very true. There are so many books that my family members or teachers have read to me when I was a child and reconnecting with them during my b.ed was very surreal. It brought back memories and feelings that I had forgotten.

2. I don't remember having a favourite book as a child. I really struggled with reading, comprehension and connecting to literature. When reconnecting with some of the books that were read to me or that I did read when I was younger it is nice to remember some of the feelings I felt because I do hope to help my students develop a love for literature.

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1) I was certainly surprised by Lerer’s (2014) statement that no single work in children’s literature is canonical but instead texts are given canonical status based on engagement with the systems that determine literary value. I was always aware that social, historical, cultural contexts affect or influence what is seen as “canon”. However, I never quite considered the association between these factors and commerce; the market systems that ultimately determine which texts interact with said factors in meaningful ways (also determining themselves what is meaningful) to the extent that can be deemed as valuable to the public.

I also resonated by the statement, in Court’s (2018) article, that rereading favourite childhood texts as an adult can be mixed with feelings of disappointment. Despite having carried many of my favourite childhood texts with me throughout my life and having reread them many times during my childhood and into my teens, I am hesitant to reread them now as an adult. I often fear that they simply cannot live up to the esteem I held for them in my childhood and all lessons I learned, comfort I received or value I gained from them will their worth and thus their place in my memories and heart.

2) Like many, the Harry Potter series was (and occasionally still is) my obsession. However, my favourite book, the book that meant the most to me growing up, was Anne of Green Gables by L.M. Montgomery. As a child I saw myself in Anne; the unwanted child who was odd and stubborn with a boundless imagination and high emotionality, much like myself. I found comfort in her journey building lasting friendships, pursuing her dreams, winning over those around her and evolving as a person without losing her sense of self or the essence of her identity. Her ability to be loved and appreciated for who she was and through that love grow into the admirable young woman she became at the end of the novel gave me hope that things could get better as long as I believed in myself and always did my best. It’s a book I revisited many times throughout my childhood, adolescent and teen years, each time finding new ways to relate and find solace with Anne, as she grew with me.

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1) For the readings this week, I was particularly drawn to Lerer’s (2014) focus on “authorial intention and reader response” (p. 38). I am intrigued by this exploration, and in particular the varying degrees of a reader response when it comes to children. As an adult, I often find myself reading children’s books and trying to make sense of the story – trying to find the logic, the expected social interactions or norms, the lesson of the story, etc. The idea that children have yet to be “trained” to think this way, that the scope of their imagination remains untouched by external influences, and how this impacts their reader response to stories fascinates me. An example of this is basically anything by Robert Munsch, but in particular, Alligator Baby. This story is so silly, so farfetched, that I find myself disconnected to the story when reading it. After reading the material this week, I am questioning my response to the story. I am now considering Munsch’s intentions and trying to imagine what my 3-year-old is thinking when I read the story to her. I am interested to explore this dynamic more.

2) I was an avid reader growing up, and one of my favourite series was the Nancy Drew Mystery Stories by Carolyn Keene. I so clearly remember having the set, with their yellow spines and colourful images. Reflecting on it now, the two main reasons I loved these stories were the mystery/adventure and that I could identify with the main character as a young woman. Today, I identify strongly as a feminist and now wonder how much this series influenced that. I am not normally one to re-read or re-watch anything1, but Emma Court’s (2019) article from this week has me wondering if I should revisit some of my Nancy Drew books. When Court recounts Jill Campbell’s experience of rereading Charlotte’s Web to her son, I wonder if I too will have a different response to reading the Nancy Drew series. In my mind, she was such a strong, independent lead, but the books are also quite dated, and perhaps my memory has idolized the character. I am keen to introduced Nancy Drew to my two daughters in a few years, so look forward to exploring the series in a new light.

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1. The main idea in the 2 readings is that reading really shapes childhood and books give us things that we carry with us our whole lives, whether consciously or unconsciously. What I found most compelling is Court’s telling of the analysis of Charlotte’s Web and the problematic feminist themes. This is something I find myself doing constantly when reading children’s book; what is the overall message? What could the kids take away from this? I always try to discuss those things with them, even if it is difficult. Court’s connection to Anne of Green Gable’s also resonated with me, as I was also very attached to those books as a kid, I also had a crush on Gilbert, and I wanted to be a ginger so bad! My favourite quote though, was from Lerer, “even the most ordinary prose becomes magical when read aloud at home or at school. And even the simplest-seeming of our children’s books teaches something elegant and deep” (pg. 41). Like in the video posted of Don Leu, it wasn’t until Charlotte’s Web was read aloud to him that he felt connected to a story, and it changed his life. The power of literature to both children and adults alike, is clear.

2. My favourite book growing up was called “Nessie: The Loch Ness Monster” by Richard Brassey. I’m the first generation in my family to be raised in Canada, and even then I was still partly raised in Scotland. When I was kid my grandma moved from Scotland to help my parents out by taking care of me. We were very close, and she read to me every night. Nessie captured my heart because I loved learning about Scotland, and my Grandma had been to all the places it mentions so it seemed so magical to me. My whole life I have been obsessed with dinosaurs and weird mythical/supernatural things, probably sparking from my love of this book, which is about people trying to capture Nessie and her thinking it’s a fun game of hide and seek!

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One of my favourite books was The Secret World of Og. I loved stories that involved adventures to unknown locations. I wonder if books like this sparked my interest in traveling and learning about different places and cultures.

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One of my favourite books was The Secret World of Og. I loved stories that involved adventures to unknown locations. I wonder if books like this sparked my interest in traveling and learning about different places and cultures.

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I hope you like the course!!