Entry #8 - Kudos to Maddie!

As I read my classmates' blog entries, I was captivated by the ways they used blogging for a means to "write themselves into clarity." However, after reading Maddie's Blog Entry #7, I couldn't help but notice the internal voice inside my head saying, YES! In Maddie's blog entry, she highlights the lack of diversity in MacKay, Ricks, and Young's (2017) award-winning mentor texts and so, she poses questions regarding if educators should move beyond this "stamp of approval." Click here to check out her blog!

Throughout Maddie's blog, she mentions Muhammad's (2020) concept of criticality and the importance of analyzing what we are reading from a critical lens. But, I noticed that in her blog, Maddie was engaging in critical literacy, as she asked questions and analyzed the text she read. When reflecting on MacKay, Ricks, and Young's (2017) article, Maddie posed the questions: Just because a text is an award-winner, does that mean it is the best mentor text for all students? Shouldn't diversity and representation of people and thought be at the forefront of our minds when we choose mentor texts with our students? I can't help but praise these wonderful questions, as they have encouraged me to reflect on my own learning.

When reading Maddie's blog, she supported my ability to think critically about the mentor texts provided in the article. For example, MacKay, Ricks, and Young (2017) state, "of the 27 award-winning books, 14 have human protagonists. (The others are animals). Of those 14, only one is not Caucasian" (p. 178). After reading this quote, I remember feeling shocked. How did I not recognize the lack of diversity in these mentor texts when reading this article for the first time? How did I read over this? Was I not thinking critically? 

You Are (Not) Small - An TSGA award winning book that portrays an animal protagonist 

In my Blog Entry #3, I discussed the power of mentor texts to support students' writing development. As a future second grade teacher, I discussed how I could envision using the text, You Are (Not) Small, in my future classroom to teach students how to use different text conventions in narrative writing. Although I recognize how these mentor texts can be a great tool in the classroom, Maddie's blog allowed me to think critically about this article; she supported me in recognizing the importance of moving beyond the "stamp of approval," especially if these texts are not culturally responsive. But, as I write this blog, I notice that my head is spinning as I ponder the questions: Why is there a lack of diversity in these books? Does it have to do with the question Maddie posed about the biases held by the judges selecting these award-winning texts?

Although I do not have an answer to the questions above, I am confident that as a future educator, I will take a proactive approach to ensure that I develop a classroom community, where all my students are represented and their voices are heard. In my classroom, I will ensure that I am analyzing the mentor texts critically and as Maddie discussed, I will also guide my students to view information with a critical lens. I will strive to include mentor texts that represent my students' identities, as this will support them in being able to see themselves within the literature. As Maddie highlighted, I believe in the importance of choosing mentor texts that showcase diversity and representation and thus, this should be at the forefront of our minds. 

Thank you Maddie for your thoughtfully written blog. You further supported my understanding of the importance of books that represent diversity. As I continue building my classroom library, I will think critically and ask questions about the mentor texts I am choosing. Great job!

References:

MacKay, K.L., Ricks, P.H., & Young, T.A. (2017). Supporting young writers with award-

            winning books. The Reading Teacher, 71(2), 177-187.

Muhammad, G. (2020). Cultivating Genius: An equity framework for culturally and 

            historically responsive literacy. New York, NY: Scholastic.