1. You want to be an English/Language Arts Teacher?
Beth Herman-Davis
October 6, 2010
CI 519/Fall 2010

2. When test results are low and we rapidly fall behind other countries, ELA teachers feel the pressure.
For example: adolescent literacy became the focus as “3 out of 10 U.S. 8th graders are proficient readers and almost 40% of high school graduates lack reading and writing skills that employees seek” (Johnston 2005; National Governor Association).
Burke, J. The English Teacher’s Companion. ©2008.

3. Historical conflict between…
Skills-Centered instrcution
Child-centered instruction
and
“Teaching to the test.”
Burke, J. The English Teacher’s Companion. ©2008.

4. Are we causing students to loathe literature?
Turn to your neighbor.
Discuss and write down
your thoughts.
Does literature always have to be related to students’ lives?

5. Can these different domains intersect with one another?
Schools of Thought
Literature anthologies
Real-life reading
Novels & short story collections
Can these different domains intersect with one another?
Take 4 minutes to reflect and write down your preferences.

6. Technology How will you use it in the classroom?
Write down ideas for 3 minutes.
Then turn to a classmate you haven’t shared with today. Person A listen to person B for 1 minute. I will let you know when to switch. Repeat with person B listening to person A.
When you return to your seat, write down any new ideas your partner may have offered.

7. How might you implement media into your teaching?
Independently, take 4 minutes to brainstorm and write down ideas.

8. Some examples of how I implemented it with literature in my classroom?
Media Literacy
Some examples of how I implemented it with literature in my classroom?
• Compare/contrast book to film excerpt.
• PPT presentation by students to reflect on their book using music, images, & quotes.
• People Magazine, TV Guide, Reality TV Shows
• Soundtracks
Units of Study:
• Advertising
Media
Gender
Connotations

10. Often challenges are motivated by a desire to protect children from “inappropriate” sexual content or “offensive” language.
The following were the top three reasons cited for challenging materials as reported to the Office of Intellectual Freedom:
1. the material was considered to be "sexually explicit" 2. the material contained "offensive language" 3. the materials was "unsuited to any age group"

11. Background Information from 2001 to 2009
Over the past nine years, American libraries were faced with 4,312 challenges.
• 1,413 challenges due to “sexually explicit” material;
• 1,125 challenges due to “offensive language”;
• 897challenges due to material deemed “insuited to age group”;
514 challenges due to “violence”
• 344 challenges due to “homosexuality”; and
Further, 109 materials were challenged because they were “anti-family,” and an additional 269 were challenged because of their “religious viewpoints.”

12. 1,502 of these challenges (approximately 34%) were in classrooms; 33% were in school libraries; 23% (or 1,032) took place in public libraries.  There were 100 challenges to college classes; and only 29 to academic libraries. 

13. What's the difference between a challenge and a banning?
A challenge is an attempt to remove or restrict materials, based upon the objections of a person or group. 
A banning is the removal of those materials.   
Challenges do not simply involve a person expressing a point of view; rather, they are an attempt to remove material from the curriculum or library, thereby restricting the access of others.

14. Why are books challenged?
Books usually are challenged with the best intentions—to protect others, frequently children, from difficult ideas and information.