Kidlit Bloggers

This is one of the blogs that my students and I created for a course on young adult literature. For this particular blog, students weren't required to post and we used the space as a complement to our twice a week sessions. The "Issues of Diversity in Children's and Adolescent Literature" blog shows what it looked like when I had a blog as an instructor and asked students to create and link their own review blogs to the course site.
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Thursday, April 8, 2010

Week 13: On-line class (Tuesday) and Crank discussion/activity (Thursday)

I'm sorry for the late notice but, as I said in class, I will need to miss class this upcoming Tuesday. Instead, we'll do an on-line discussion.  So...no face-to-face class Tuesday, 4/13. 

On-line discussion:
Your on-line participation will take the place of the 1-page critical reflection listed on the syllabus.

  • Read Crank by Ellen Hopkins and the articles in the coursepack on censorship/selection. 
  • I will post several "discussion starter posts"  to focus discussion.
  • Before Tuesday, choose a discussion strand that interests you and write an initial comment that responds to a facet of the prompt. If you want to discuss a topic that doesn't seem to be captured by any of these posts, feel free to write your own post to start a new strand of discussion.
  • Return to the blog sometime between Tuesday and Thursday, skim the discussion strands, and respond to at least 2 other people's comments.
Remember that comments don't have to be lengthy, as long as they are responsive and substantive.

For Thursday:

Please bring your copy of Crank. We can spend a little time extending the discussion we will have started on the blog, but we'll spend the bulk of our session exploring how the text is shaped by the fact that it is written in verse. We'll use a modified form of Reader's Theater to explore the questions: What changes when we attend to the shape and sound of the poetry, rather than reading it silently to ourselves? What does this say about language? Meaning? (Deconstructive theory) Although I have already selected some of the poems from the book that we might use for this activity, if you have particular favorites, please mark them as options for your group to present. 

I know some of the content in the book may be more or less comfortable to members of the class and that everyone has different comfort levels "performing" in front of groups. I've structured the activity in a way that I hope everyone will be able to make participation choices with which they feel comfortable. Despite the fact that I've just used the word "comfort" three times, I also hope people come willing to take some risks!   

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