Emma's Education 307 Class

Performance Task (Module 1)

There are numerous ways in which storytellers are alchemists. If you are not familiar with the term alchemist, essentially, an alchemist is simply someone who turns common metals into gold. How exciting! A storyteller, on the other hand, is someone who tells stories and creates adventures and plots out of basically nothing. Both are interesting and exciting (I am sure you will agree), but what makes them similar? What makes them different? Think with me here deeply. Let’s dive right in.

So, to begin, alchemists essentially take something ordinary like copper, lead, or iron and try to change it into gold. They take seemingly unimpressive objects and turn them into something people want to own/have. They get people’s attention with their amazing creations/work that they do.

Now, let’s discuss a little bit more about storytellers and storytelling. Storytellers take things that seem ordinary like pigs, bricks, and straw and turn them into amazing masterpieces that we may call stories or fables! In this case, a storyteller took pigs, bricks, straw, etc. to create a very popular story called “The Three Little Pigs.” The storyteller used resources (objects, a setting, etc.) and turned them into an amazing story that is actually very attention-grabbing and educational at the same time.

Just like the storyteller used resources to create a story with a plot, theme, characters, setting, etc., alchemists use resources (various metals to be exact) to create gold. Another important similarity between the two is the fact that, in both processes, the storyteller or the alchemist tries to create something great.

However, of course, storytelling and alchemy definitely have their differences. For example, storytelling tends to employ more imagination whereas alchemy is more based on science (though it is also somewhat creative and artistic just like storytelling). Another way in which the two differ is in the fact that storytellers often can create realistic stories with beds, appliances, etc. (as examples) or imaginative stories with things like ghosts and fire-breathing dragons (for instance), while alchemists must make one thing. (And that one thing, of course, is gold). So, in this way, storytellers produce stories that can vary in just about everything (from length, to speed, to characters, etc.) while alchemists try to turn metals into gold, and that’s it.

This blog post is not necessarily to say which one is better than the other, but it IS to say that they are similar (even though they do have marked differences). Which one do you think you are more like: an alchemist or a storyteller? Are you more of a storyteller when you write/create your own literature/story and more of an alchemist when you read a story to a child or to yourself? If you ask me, I think alchemy and storytelling are BOTH pretty special.

My Reaction to the Readings for Module 1

Before reading the readings for “Module 1:What is Children’s Literature?” I thought literature was simply reading paired with writing. In fact, in one of my other education courses this semester, that is exactly what I wrote on a note card when asked to define literacy in a short sentence. However, now I see that literature combines and includes much more than that! Literature includes a plethora of different things: reading, writing, storytelling, drawing, composing, language, and much more.

As I mentioned, literature is not one single or narrow concept. Instead, many things are under the umbrella of literature, and the readings and videos made this clear to me. For example, I especially loved the piece titled “Hurrah for Children’s Literature” because it proposed to me the idea that literature is simply telling stories. I never quite thought of this before. However, it’s really an interesting way to look at it. Literature is essentially storytelling and getting information across through various modes (whether that be through books, poems, novels, digital texts, paintings, etc.). Also, literature can be about topics full of “rainbows and butterflies” or graphic, intense war, for example. As explored in the article titled “Teaching with Graphic Novels,” some people disagree about what is effective literature or what should be included in classroom literature and what should not be. Undoubtedly, “literature” is such a broad term and can be defined in a variety of ways.

Another very significant “nugget of knowledge” I took from the reading(s) (that were presented in the first module) is with regards to literacy in communities of color. I think the reason why this struck a chord with me is because I had two courses last semester (EDU 316 and EDU 325) that focused heavily on creating inclusive spaces in the school. The classroom community (and something like morning meeting) is super important and critical for students’ success, social-emotional development, well-being overall, and much more! The “nuggets of knowledge” (as I like to call them) include the fact that every community (as well as every child) is completely different (although they can work together and relate to one another). Plus, as I learned in my EDU 325:Classroom Management course with Dr. Jessica Powell last semester, it is essential that we, as teachers, enter into the places and spaces where our students spend their time. A great resource that really builds together with the first module article titled “Exploring the Literate Trajectories of Youth Across Time and Space” (by Maisha T. Winn) is a book by Christopher Emdin titled “For White Folks Who Teach in the Hood… And the Rest of Y’all Too.” I am connecting/making such a connection to the readings (especially this particular one) to past books I have explored like Emdin’s book because I feel as though they relate! And, for my classmates that are reading this blog, I want to encourage you to take advantage of these resources as well!

Overall, these resources from the first module with the prompt of “what is children’s literature?” have truly broadened my horizons and made me see that literature includes so, so much! Even when words are not present, literature can still be found. One of my new goals is to be sure my future students are aware of this too! And these articles drastically changed my thinking about literature. To conclude, then, I cannot wait for all that this semester has to bring since I learned so much from just the first module.

My Definition of Literacy without Words

Below is my “definition of literacy without words.” Although it was difficult to narrow it down to one picture or image and deeply think about what literacy means to me, this is what I came up with; a classroom full of engaged students who are intrinsically motivated, invested, interested, and eager to learn was hard to depict in one snapshot, but I finally found an image that does the job (in my opinion).

My Goals for the Class and My Goals as a Writer

Goals can be big or small, take days or years, be surface-level or deep, etc. I know that, personally, I have multiple goals when it comes to this class on Child’s Literature and Literacy. However, I also have important goals when it comes to my writing. Below I have listed and explained my top five goals this semester.

First of all, I want to understand fully how children make the connection between spoken words and literature (which includes books). I am confident that knowing through and through and genuinely understanding how students learn to read and write will make me a better teacher. I want to understand the psychology of the brain and children’s development on a deeper level, too. Even if it means I will need to do my own research, I will do it because I feel this is super important.

Another goal I have for this specific education course is to understand how to scaffold mini lessons and regular literacy lessons to meet the needs of my specific students. In my opinion, effective teachers must scaffold their lessons because they realize that each student is an individual and learns at his/her own pace.

A final, but major goal I have for this specific course is to understand how to best teach literacy, or which ways/methods work best for which specific students. And if, for whatever reason, I do not completely and entirely learn how to best teach literacy through this class, I will certainly conduct my own research. I am dedicated and devoted to this profession, and I would be letting down my future students if I did not prepare and do everything in my power to be the best educator I can be.

Moving into my goals for my writing, I want to become a more succinct but thorough writer. I can have the tendency to go on and on and drift away from the main topic I am writing about, and writing can sometimes be challenging. However, I want to really hone in on good writing style and make my writing clearer than ever.

Another noteworthy goal I have for my writing this semester is to expand my vocabulary. A strong and expansive vocabulary, in my opinion, not only helps students and teachers in the school itself, but it also assists in life in general. When someone has a wonderful vocabulary, meaningful and deep conversations can take place, learning can happen more easily, people can connect on a greater level, and much more!

As you can see, I have many goals for this course, but I tried my best to narrow it down to only five key goals. I cannot wait to start chipping away on my goals for myself and to see what I can accomplish in just a few short months!