Promote Literacy at Home with a Bookish Advent Calendar

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I’ve never been big on advent calendars. Opening little doors to reveal cheap candy or trinkets? Where’s the thrill in that? But, when a Facebook friend shared an idea for a literary advent calendar, I thought I’d give this holiday staple another chance.

The idea seemed easy enough: wrap 24 books, stack ‘em, open one each day until the fat man and his reindeer arrive. This non-traditional advent calendar is a good fit for our bibliophilic (book lovin’) family. We avoid the proliferation of plastic toys and cheap chocolate (both of which would end up in the trash), spend a few quality moments as a family and give the peeps another opportunity to show off their mad reading skills.

Over the course of a couple of weeks, I scoured thrift shops and the peeps’ bedroom bookshelves for 24 gently used (or forgotten) books that I could quickly wrap and stack. Many of them sport a Christmas theme, but some I included because I knew they would interest the girls. The last book they will open is ‘Twasthe Night Before Christmas. (I know, very clever and totally original.) I wrapped all the books and had them ready to go by my planned Dec. 1 unveiling. Imagine my delight when the peeps bought into the idea!

A week into the project, I will admit that the girls’ excitement for our advent calendar has waned a bit. After all, even the most studious of 1st graders would prefer candy or toys over books. However, they do continue to show some enthusiasm for unwrapping and reading a new book each night. I’ll take whatever I can get as long as it’s promoting our family’s belief in strong reading skills.

Be sure to read about The Advent CalendarWars (Animal Jam Vs. Literacy) over at my other blog, My Ideal Reality.

How does your family promote literacy at home during the holidays?

Thanks for reading! It keeps your Mind Full of Literacy.

Adults Need Reading Strategies, Too

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One of the websites I read fairly frequently is Lifehack.org. It's always ready with fresh, relevant content, like the article How To Remember More of What You Read. Interestingly, the tips the writer offers to boost adult reading comprehension (skim the text, set a purpose for reading, make a connection) are the exact same strategies we teach our young readers. And while I know them — and have taught them — I don't always use them. Instead, I often choose the "Dive Right On In" strategy. Shame on me. This article is a short, on-the-nose refresher course.

I would add one more tip: take notes. For me, writing down main ideas, or just interesting ideas or questions that pop into my brain, helps me engage with the text and stay focused.

Thanks for reading ... It Keeps Your Mind Full of Literacy!

True Literacy Confession: I Skip Text and Never Look Back

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Currently, I'm reading All the Money in the World: What the Happiest People Know About Getting and Spending by Laura Vanderkam. This the second book I've read by Vanderkam. Earlier this year, I read her book about time management, 168 Hours: You Have More Time Than You Think. You can read that post here, on my other blog My Ideal Reality.

I enjoy Vanderkam's books because they challenge me in a couple of ways. First, she introduces fresh perspectives on common topics, and that puts my brain into overdrive. Second, while her books are pretty much "just right" for my reading level, on occasion my literacy comprehension skills are put to the test, especially when percentages, statistics and other numerical data fill the pages. My brain stops working. I envision it grinding to a halt.


Here comes the true confession part of this blog ...

Instead of staying the course and figuring out those numbers and what they mean to me, I skipped those parts. No big deal, right? Maybe. But here's the shocking part: I never looked back. We tell our students and our children that it's ok to skip confusing words or information and continue reading as long as they go back and fix their thinking. Yeah, well, I didn't fix my thinking. I just plowed on through. (hangs head in shame)

Granted, I'm a proficient reader and I know that if I really need to understand that information I can - and will - go back and work through it. I have that self-discipline.

But here's the thing: young readers and striving readers don't have that self-discipline. They skip and never look back. My question to you is, "How do we instill literacy discipline in them?"

I'd love to hear your thoughts as well as any true confessions about literacy-related sins you may have committed.

Thanks for reading! It keeps your ... Mind Full of Literacy!

 

Let's Get This Party Started! International Literacy Day is Just Around the Corner

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International Literacy Day is observed every September 8, with the purpose of raising awareness about global literacy issues This year, the day is dedicated to 21st century literacies.

The International Reading Association will kick off its month-long celebration on September 9. The organization's theme for this year's celebration is "Invent Your Future," and events and activities will focus on the literacy skills students need to be successful in school, work and life.

If you're looking for some resources to raise your students' awareness of the importance of developing strong literacy skills, check out some of these ...

Celebrate International Literacy Day! ReadWriteThink lesson plans for Grades K-12

The Book Chook - Ideas from an Australian writers who loves children's literacy and literature

 

Idea Starters - International Literacy Day Courtesy of IRA

 





Thanks for reading! It keeps your  ... Mind Full of Literacy!

Do You Hear What I Hear? Listening as Literacy

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I've long held the belief that listening to other people read can have a significant impact both on early childhood learners and striving readers. This article from Reading Rockets lists multitude of benefits that audiobooks can offer readers.

In addition to reading books, I have been on a audiobook binge lately. My local library system makes it super easy to download books using the Overdrive program. I've introduced my girls to audiobooks. We've listened to quite a few in the car. They love them - and it saves my ears from Radio Disney! Here's what we've been reading lately.

• Junie B. Jones by Barbara Park: - anything and everything Junie B. And these recordings, read by Lana Quintal, are fantastic!
• Judy Moody by Megan McDonald: Judy Moody Declares Her Independence
• Ramona and Her Father by Beverly Cleary - Read by Stockard Channing. Good story, but not a great recording.
• Young Fredle by Cynthia Voight

I've enjoyed these books while walking, driving, vacuuming, emptying the dishwasher ... you get the idea. Basically, any time I can steal a few minutes.

• Dark Places by Gillian Flynn
• Miss Peregrine's Home for Peculiar Children byRansom Riggs 

Is there anything more delightful than getting lost in the prosodic, fluent, expressive voice of another person?

How about you? Do you enjoy listening to books? Do you use audiobooks in your classroom? Do audiobooks make your skin crawl? Do tell!

Thanks for reading. It keeps your ... Mind Full of Literacy!

Stop the Plastic Easter Egg Insanity With This Literacy-Based Idea

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I pulled out my plastic tub of Easter decorations over the weekend, and I've been staring at a plastic shopping bag overflowing with ... you guessed it ... plastic Easter eggs. I swear those things have quadrupled in number since this time last year. How does that happen?

But FamilyFun magazine came to my rescue (again!). In the Create section of the March 2013 issue, a fellow reader shared her idea for turning those pesky plastic eggs into a reading game! On one half of each egg, write various common word endings (think: -at, -it, -ed, -op). On the other half of each egg, write different consonants and/or consonant blends. Have your children or students connect the different halves to create new words. I could see this working as a centers activity, or if you have enough eggs (and who doesn't?) a team-based relay race. The game could be modified for any grade level or reading level.

Speaking of reading, are you following my Project 2013 progress? If you are looking for some YA reading recs, be sure to check out my Project 2013 page!

Project 2013: How I Plan To Let 171 Books Lead Me On A Journey Into Unknown Worlds

 

One of my two office closets is crammed with boxes of school supplies, letters from former student, lesson plans, and at least 171 young adult literature books (with a smattering of kid lit in the mix). All reminders of a career put on hiatus, if not permanently cancelled.

 

It’s the 171 books that I’m going to focus on in 2013. When I was actively teaching, I collected books for my classroom library like some people collect 1980s-era Smurf glasses: Obsessively. It was always my goal to read each book and write a short summary. But, between teaching responsibilities, reading for professional development, and devouring the latest YA lit releases, I never found the time.

 

This is the year I make the time. My plan is to (at the very least) list and link the books I read on my new YA Lit page on this blog, with a recommendation to read or not to read. My more ambitious plan is to write brief summaries. I reserve the right to ditch the books I can’t get into after 100 pages. It took me many, many years to develop the discipline to discard books I don’t like. I’m not going back now.  

 

I’m not naïve enough to believe I will stick only to these YA books. I have an extensive list of kid, adult, professional development, and non-fiction tomes I want to read in the new year. Again, my plan is to list and link to those on new blog pages as well.

 

I hope you’ll follow me - even join me – on my literacy journey.

 

Thanks for reading! It keeps your Mind Full of Literacy!

Death Match 2014: Fiction Vs. Non-Fiction

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I've been writing a bit about the Common Core Standards (set to take effect in 2014) and the impact they could have on how English/Language Arts is taught, especially at the secondary level. I encourage you to read my thoughts here and here.

 

A Facebook friend alerted me to this NY Times opinion piece on the topic. It's written by Sara Mosle, a journalist and author who also teaches 6th grade English in Newark, NJ. Her perspective is intelligent and offers ideas on how to incorporate more non-fiction into English courses. Her commentary is certainly thought-provoking. At last check, 463 people had chimed in with their two cents.

 

One thing I did find interesting is that Mosle seems to see this as the sole responsibility of English teachers versus an opportunity to collaborate with content-area colleagues. Sadly, teaching in isolation is so ingrained in secondary teachers that we don't even think about it.

 

Thanks for reading! It keeps your Mind Full of Literacy!

 

P.S. More Mindful Thoughts That Kept Me Awake Last Night: I've been reading Seth Godin lately. He contends that the hiring practices or an increasing number of employers are evolving to toward the hiring of  innovative problem solvers who buck the system (in a professional and respectful manner) and who aren't afraid to be human and exert some emotional labor. If this is indeed the case, then self-expression (a trait that David Colman says English classes focus too much on) remains a skill that needs to be taught and cultivated in our students. Thoughts?





Thanksgiving: The Perfect Time to Gobble Up Some Historical Literacy!

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My twins daughters started kindergarten this year, and I am enjoying watching them discover the world! They both have fabulous teachers who really challenge them to grow their brains. Over the past couple of weeks, the little ladies have been immersed in the history of Thanksgiving. I have heard over and over (and over and over) the tale of the Pilgrims sailing to the new land from England on the Mayflower so they could attend the church of their choice. My girls have regaled me with the heroics of Squanto and the Native Americans. Yesterday, I attended a celebration that had the kiddos  making dream catchers, canoes, male and female Pilgrim costumes, butter, and bread.

There's no holiday like Thanksgiving to remind us of our humble beginnings. I hope you'll take a couple of minutes to chow down on some historical literacy (along with pie, and turkey, and mashed potatoes ... oh, and don't forget the gravy. I love gravy!).

Happy Thanksgiving!

Thanks for reading! It keeps your Mind Full of Literacy!

Can the Common Core Standards Cultivate a Renewed Sense of Kumbaya in Education?

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Right now, Education Week is offering free access to the digital edition of  Rethinking Literacy: Reading in the Common-Core Era for a limited time. The edition consists of several articles related to how the Common Core State Standards will alter how the educational system as awhole views reading and writing.

One particular article, Literacy Instruction Expected to Cross Disciplines addresses in more detail what I wrote about here. It's so exciting!

Thanks for reading ... It keeps your Mindfull of Literacy!

70/30: Is Teaching Fiction Losing the Common Core Battle?

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In an earlier post, I wrote about a study that found that only 43% of 2012 graduates who took the SAT had the knowledge and skills necessary to succeed in college. That’s disturbing, considering that organizations today are looking for people who are creative and innovative thinkers and initiators. Apparently, the creators of the Common Core Standards find these and similar statistics concerning because they took action. To date, 45 states have adopted these new standards, which were designed reflect the knowledge students need to have a productive college life and/or career path.

The Kansas City Star ran an article recently about the possible effects that implementation of the Common Core Standards could have on the teaching of literature. The new standards recommend that non-fiction/informational text should make up 70% of what high school students read and write about. The school of thought is that beefing up non-fiction reading and writing will better prepare students for college.

High school literature teachers are reeling from the new standards, and rightly so. The change will require them to approach their content area in a whole new way. While some teachers view the standards as a mandate to reduce the amount of fiction students read, others view it as an opportunity to supplement the fiction with informational text. As usual, the new standards encourage educators and administrators to see the change as a school-wide responsibility.  

I have mixed feelings about this topic. I loved my English and Literature classes in high school, and I was inspired by the passion that ignited my teachers to share everything they could about authors and their stories. That inspiration and their passion led me to earn a B.A. in English. As an educator, I know how exciting it is when a struggling reader falls in love with a book. More often than not, the books they love are works of fiction. And I know that the skills needed to access informational text – analyzing, evaluating, knowledge of theme and genre to name just a few – are taught when we dig beneath the surface of works of literature.

But at the same time, I know that the transfer of knowledge isn’t there. I know that most jobs require a person to read and comprehend informational texts. In fact, my English degree led me straight into a job proofreading technical documents at an engineering firm. As an educator, I fully support teaching across the curriculum.  Encouraging English teachers to focus more on informational texts doesn’t have to mean shelving their beloved classics. In fact, it should mean just the opposite. This is the perfect opportunity for teachers to reach across the hallway and collaborate with their colleagues. If a class is reading F. Scott Fitzgerald’s The Great Gatsby, why not work with the history and/or economics teachers to find appropriate non-fiction texts about The Roaring 20s? Or, if a class is studying Lois Lowry’s Number the Stars, team up with the Social Studies teacher to read true accounts of the Holocaust. Take this opportunity to boost students’ literacy skills culturally, historically, financially and politically. Help students make these critical connections and analyze and evaluate their importance to their world.

Transitioning from the current state standards to the Common Core won’t be easy. Secondary-level teachers typically teach in isolation. Intense collaboration is scary, and, it’s been my experience that most content-area teachers don’t see it as their job to help students improve their reading and writing skills. It won’t be easy because some people just don’t like change. But my gut tells me that the Common Core standards aren’t going to fade away, at least not anytime soon. My hope is that teachers, administrators, and schools can all find a way to introduce students to the adventures and ideas that both fiction and non-fiction texts have to offer.

Can Being Mindful of Emotions During Reading Improve Comprehension?

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 How mindful are you of your emotions when you read? According to new research, tracking and analyzing Moment-To-Moment (M2M) emotions could give insight into when reading comprehension breaks down, resumes, or flows continuously. The research, conducted by Arthur C. Graesser and Sidney D'Mello, was published in the November 2012 issue of The Reading Teacher, a publication of the International Reading Association. The name of the article is Moment-To-Moment Emotions During Reading.

According to the research, M2M emotions focus on either the "persistence or changes in emotions every few seconds" versus the long-term status of everyday emotions. M2M emotions are not static, rather they are extremely dynamic as a reader interacts with a reading task or text. In fact, for their studies, Graesser and D'Mello poll emotions every 20 seconds using a variety of people and tools to classify the emotions. Think about that. They track every 20 seconds. Incredible!

The study highlights four emotions: boredom, frustration, confusion and flow (engagement). In tracking these fluctuating emotions, the researchers attempt to pinpoint the exact moment when each one kicks in. They also track how a reader transitions from one emotion to emotion. Apparently, there are two transition cycles: Beneficial (flow > confusion > delight in having cleared the confusion) and Harmful (boredom > frustration > disengagement). The article offers well-known interventions to help readers who consistently remain in the Harmful cycle.

The ultimate goal with reading and reading instruction is to develop readers who read metacognitively and who become mindful of their changing emotions while they read. I found this article so interesting because it looks at common problem through a new lens: Why do some readers struggle while others don't? While the emotions Graesser and D'Mello set forth aren't new - teachers know that boredom, frustration, and confusion during reading are common, interconnected feelings for struggling readers - the pinpoint approach is refreshing. I can't wait to see more research from this area of study. And I imagine now that this topic is "top of mind" that I'll be more mindful of what I'm feeling as I read.

I'd love to hear your thoughts!

Thanks for reading ... it keeps your Mind Full of Literacy!

Got My Mind On My Money ... Part DUH

I just got back from meeting with a financial advisor. (See back story here.). You will never know how many times I tried to back out. I was the Queen of Excuses. But I did it, and I survived.

It went well. My retirement plan is a little more streamlined, and my funds are allocated more appropriately. Apparently, my age has bumped my risk-tolerance level from Aggressive Investor to Moderate Investor. That feels a little strange to me.

The rep I met with was very nice. And very young. I think he might have been about 15 years old. His business card shouts "Senior Investment Specialist." I couldn't help but think, "Senior in what? High school?" Ugly, I know. I was his age when I started investing with his firm. You know, the age where 40 seems old? Now, I'm 41. So, to him, I'm sure I looked like a muddled old lady trying to figure out her finances. I could tell he was uncomfortable asking age-related questions. He got especially flustered when he had to ask how long I expected to live after I retired. (Forever, baby!)  It was somewhat humorous watching him squirm and stutter. Did I mentioned he looked like a Ken doll? But, that's beside the point.

So awkward moments aside, today was a learning day for me. I discovered that my husband and I need to sit down and talk more about our retirement plans. I also learned that I am not as financially literate about the investment world as I would like to be. Lastly, I learned that a lot of our fear and lack of literacy in certain areas is due to a communication barrier. My financial advisor spoke quickly and tossed around industry jargon that reverberated in my ears like a foreign language. I felt uncomfortable and at a disadvantage. I let it keep  me from asking all of my questions and understanding all of the answers to questions I did ask. It got me thinking about how I communicate with people, especially young people. Perhaps their lack of understanding and learning has to do with how I presented information.

The bottom line is that I'm glad I went. I consider it time well spent because I stepped out of my comfort zone and grabbed an opportunity to educate myself about something important to me.

Thanks for reading ... it keeps your Mind Full of Literacy!

Promote Literacy By Creating Young Authors

We are having fabulous fall weather in the Midwest (still no rain), so I took full advantage of it and sat outside to write this post. In other words, I went old school with pen and paper. Despite all the technology available, I love putting pen to paper. I always will.

Anyway, I often get so wrapped up in life's "stuff" that I forget to step outside and let the sights, sounds, smells, and scenes of the world rejuvenate and inspire me. That's one of the things I love about reading, it rejuvenates me. When I read, I create my own sights, sounds, smells, scenes, and images. I create. I own.

Sadly, an increasing number of kids don't create or can't create using their own brains. I've taught 7th graders who, when I ask, "What do you seen in your mind after reading that paragraph?" look at me and respond, "I don't see anything. Just the words."

One of the best ways to introduce young people to reading and writing is through storytelling. I'm not talking about where an adult reads a story and the child listens. I'm talking about when kids have the opportunity to create their own stories complete with illustrations. I'm talking about letting them unleash their imaginations. I'm talking about letting them be in charge. Not only do they become active participants in their learning, they can also gain an appreciation for the process involved at all levels of literacy.

One of my daughters is super creative, both with the stories she creates and the drawings she produces. She loves to make books. The first time we made a book we used a small spiral notebook that I received for free at a local kid event. Ruthie didn't care that the pages were lined. She went right to work filling the pages with the characters and settings floating in her mind. When she was finished, she dictated the storyline to me. We have read this book a countless number of times. It always makes us laugh. Lately, her books have been made out of construction paper and white paper assembled into book format. She illustrates the book, then dictates the action. Now that she is becoming a true reader and writer, I imagine my role as scribe will soon become obsolete. That makes me a little sad.

Along these lines, I read an article in the October 2012 edition of Family Fun magazine about Scribble Press, a publishing house of sorts for kids. With studios in New York and Los Angeles, young authors can experience the publishing process, from concept to creation, during their visit. They leave their session with a hard cover copy of the story they created. Fun! If you can't make it to the coasts, there is a Scribble Press iPad app available that steers users through the process. They can receive their finished creation in the mail.

So, regardless if you are old school or high tech, the possibilities to help children explore their imaginations through storytelling are out there. Giving them the opportunity to create and express opens up the world of reading and writing and just might create a lifelong lover of all things literacy.
If you are wondering if this creative idea transers to middle and high school students, you'd better believe it! (Actually, I've come to discover that people of all ages enjoy putting crayon to paper every now and then.) In the upper grades, think along the lines of group book projects, persuasive essays, comic strips that showcase key events in a story, personal narratives, original poetry, even book trailers, which require a script. The possibilities are only limited by creativity!

Thanks for reading ... it keeps your Mind Full of Literacy!

Sagging SAT Scores: More Rigor? More Tools? Both?

According to a recent report, average SAT reading scores for students who graduated in 2012 are at their lowest since 1972. This means that only 43% of those test takers demonstrated the knowledge and needed to successfully tackle college-level work. (Condensed press release)

In response, College Board President Gaston Caperton called for more rigor in high school courses. Sounds good. But I can't help but wonder: if fewer than 50% of students taking the SAT aren't making the cut now, how is more rigorous courses going to help them?

The report noted that the 2012 group represented the most diverse population of test takers in history. Almost half were minority students, and approximately 25 percent could be categorized as ESL (English as a Second Language) students or ELL (English Language Learners) students, meaning they grew up in homes in which English was not the primary language. Is it possible some of these students run up against a language barrier or concept barrier on the test? Do these students have the opportunity to take the test in their primary language is they so desire? I know the SAT is well-known for its reliability and validity, but does it truly take into consideration the melting pot status that the Unites States now owns? I don't know the review process; just thinking out loud.

Most of my teaching experience is at the middle school level. I can't tell you how many 6-8 grade students struggle with reading, for whatever reason. Those struggles don't automatically go away when they hit high school. For students who are learning English as a second language, all the confusion doesn't magically disappear in 9th grade.

That is why I am such an advocate of incorporating reading instruction in every course and at every grade level. Around the 6th grade, if not sooner, reading instruction switches from learning to read to reading to learn. And that transition needs to take place. But reading instruuction still needs to play a big role in the classroom. Secondary-level teachers typically receive one college course on teaching reading in the content areas. Most of those teachers earn course credit and never give it a second thought because they teach "math" or "social studies" or "history." Reading instruction has a place in all of those content areas. (See my previous post). What would happen to those SAT scores if teachers - regardless of their content area - were required to incorporate reading instruction into their lessons. What if doing so were part of their evaluation? (GASP!!) So many resources are out there to help teachers do this (including the school reading specialists). Let's take advantage of them!

More rigorous courses is certainly a step in the right direction, but let's also give our students the tools they need to tackle those courses.

Thanks for reading ... it keeps your Mind Full of Literacy!

The Numbers Game

True confession time: I don't do math.

I'm a whiz at reading and writing. But arithmetic? I just don't "get it." When letters start flirting with numbers and variables start dancing with equations, I get panicky. I start breathing heavily, my brain jumbles for a few quick seconds, and then it screeches to a halt. It's almost as if the two sides of my brain twisted in opposite directions. Kind of like when you pry open a plastic Easter egg.

Having said that, I view mathematical literacy and financial literacy as two separate skill sets. My financial literacy skills are proficient. I balance my checkbook, create budgets of all shapes and sizes, and understand the basics of investing and borrowing. Some of these tasks involve a higher-order understanding of numbers, but the concepts are concrete. It's the abstract concepts that throw me for a loop and keep my mathematical literacy skills at the basic comprehension level.

But mastery of those abstract mathematical concepts is essential, especially in today's blazing technology world. Yet, it seems as if today's students struggle with mathematical literacy more than ever before. It's important to recognize that different literacy skills and strategies are required to successfully access a math book (or any text book for that matter). As an educator, I truly believe in teaching across the content areas. This means incorporating literacy skills in every class and tailoring that literacy instruction to the content at hand. Unfortunately, in my classroom experiences at the secondary (6 grade and up) level, cross-curricular collaboration is rare. The prevailing school of thought is that literacy encompasses only reading and writing. As such, English/Language Arts teachers bear the main responsibility for teaching it. That doesn't work. Math teachers must teach mathematical literacy, social studies teachers must teach historical literacy, and so on.

I came across two articles focusing on efforts to improve the mathematical literacy skills of young students. One effort uses the latest technology to get - and keep - kids interested in math. The other incorporates written reflection into the high school math classroom as a way to encourage students to think about what they are thinking about (metacognition) as they work math problems. Check out both!

Teach kids math? 17-year-old has an app for that

 

Math and Literacy: Not-So-Strange Bedfellows

Thanks for reading! It keeps your ... Mind Full of Literacy!

What's In a Name?

I often wonder how people, places and objects get the names they have. Some names are very straightforward, and the reasoning behind how the names came to be are obvious (history, topography, family tradition, function). But other names, like nicknames, music album titles, and some baby names (be honest, you've wondered at times) are an enigma. And there is usually a great story behind them.

For example, my nickname in certain circles in MOOSE. If you saw me in person and heard someone call me MOOSE, your brain would jolt and pause and ponder because I am very much on the petite side. I have zero moose-like qualities. However, in other circles I'm called Mari With An Eye. That one is obvious because my name is Mari, spelled with an "i" instead of a "y."

Another example: A few weeks back I had the opportunity to listen to the jazz band, The Project H, live at The Brick. I am not a jazz expert by any means, but I do listen to it from time to time. As the band jammed out, and as I've listened to the copy of the CD I bought after their set since that night, I found myself wondering about the inspiration behind the titles of jazz songs. The Project H titles include Becoming Light, Fixing Broken, and Water Torture. I would love to sit down with a band member and find out the why. 

Here is where all of this is leading ...

With my first post on this blog, I just jumped right in. For my second post, I wanted to share the inspiration behind the blog's title, Mind Full of Literacy. On the surface, you can take the name literally. I have a passion for literacy. I love learning new ideas, reading the research, discussing the various aspects, and helping people - especially young students - realize and accept the essential role literacy plays, and will always play, in their lives. My mind is literally full of literacy. But the title is also a play on words, as in mindful of literacy. I want to continue to be - and encourage you to be -aware of the types of literacies you engage in each and every day. It also invites us to be mindful of both our literacy strengths and the literacy areas we would like to strengthen. For me, that's a never- ending journey.

Thanks for reading! It keeps your ... Mind Full of Literacy!
 

Inaugural Post

Since this is a big election year, I thought my inaugural (get it? Election ... Inaugural) post could be about political literacy.

I am not a political guru. Sure, I have my opinions but they are not often based on a wealth of information. Essentially, I am politically illiterate. I'm not proud of it. I know I should be more aware of the issues. But it just gets so darn confusing, and it's tough for me to decipher who is telling the truth. And frankly, despite my good intentions to educate myself, when election time rolls around the bickering and sidestepping just wear me out.

Yet, the responsibility to educate ourselves, our students, and our children about America's political process remains. And I truly believe it is an important responsibility.

As a teacher, I enjoy Scholastic's materials. (This is not an endorsement, just a statement of fact.) The company currently has a set of 2012 Election Skills Books available for grades K-10. According to the e-mail I received, the books have critical thinking exercises, graphs, charts, and maps (visual literacy!) for classrooms to read, think about, and discuss. What a great way to sharpen the political literacy skills of our future leaders!

Thanks for reading! It keeps your ...  Mind Full of Literacy!