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Google Lit Trips: Reading About Reading
An Educator's Reading List of Contemporary Literature, Literacy, and Reading Issues. Visit us at http://www.GoogleLitTrips.org
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Bud, Not Buddy by Christopher Paul Curtis

Bud, Not Buddy by Christopher Paul Curtis | Google Lit Trips: Reading About Reading | Scoop.it

www.GoogleLitTrips.com

GoogleLitTrips Reading List's insight:

Happy to announce the publication of our newest Google Lit Trips for Bud, Not Buddy by Christopher Paul Curtis. This Lit Trip was developed by Dalena Luis, a graduate student from the College of Education at the University of Central Florida.

 

Bud, Not Buddy is of particular interest as it is one of the English Language Arts Common Core Standards exemplar works for Literary Reading. And, it has won several awards for Literature.

 

Bud, Not Buddy is posted both in the K-5 and the 6-8 sections of the Google Lit Trips website.

 

We have also published a Google Lit Trip for Christopher Paul Curtis' The Watsons Go to Birmingham.

 

 ~ http://www.GoogleLitTrips.com ~

Google Lit Trips is the legal fictitious business name of GLT Global ED, an educational nonprofit.

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Study Finds Less Anger, Disgust and Surprise in 20th Century Books

Study Finds Less Anger, Disgust and Surprise in 20th Century Books | Google Lit Trips: Reading About Reading | Scoop.it
A study from the University of Bristol finds mentions of anger, disgust, fear, joy, sadness, and surprise decrease in English books of the 20th century.
GoogleLitTrips Reading List's insight:

This is an article I'll probably be contemplating for several days. And, I suspect it will join the legion of previously read thought-provoking articles that pop back into my consideration for some time.

 

I'm not sure if this logic holds since the article references books written over the entire 20th century. But, it did occur to me that at least for the last several years, maybe decades, publishers have used market demand more than literary excellence as a prime short listing technique when deciding what book to invest in publishing. 

 

Yes there have been great works published. And yes, market demand has influenced who or what has been published for centuries. But the recent "advances" in data mining have raised the "Trump Value" of market demand seriously. I suppose this may partially explain the success made recently in alternative publishing possibilities. So many well-written books have been rejected by the traditional publishing houses, yet have found tremendous popularity among readers open to the kinds of writing not so easily identified as "marketable to large enough audiences to justify the cost of publishing."

 

I really don't normally like to speculate based upon my immediate thoughts until I've really had a chance to reflect on them a bit. So these, "first thoughts" may be entirely off the mark.

 

However, the first thought that stimulated my decision to scoop and comment on this article had to do with the suggestion that for the last 100 years or so there has apparently been a fairly consistent trend away from stories tending to focus upon anger, disgust, fear, joy, sadness, and surprise. If this is because the market for those themes (4 of the 6 being fairly negative) then wouldn't it be interesting to run the same analysis on the most commonly taught books in classrooms?

 

What if we discovered that 4 out of 6 of the books we teach focus heavily upon negative emotions?

 

I know, I know. We need to get students to begin to understand and form personal belief systems related to how to deal with the harsh realities of life; to see the Atticus Finches showing us that good people can do good in bad societies; that Huck Finns can come to realize the evil in unexamined status quo social norms and decide to "lilght out for the Territory" because they'd come to understand that they "can't go back" to the not so civilized "sivilized" beliefs of the Aunt Sallys of the world.

 

Sometimes I wonder if we might balance the "harsh reality" lessons a bit more with some "life inspiring" examples of communities rather than just the individual hero or heroine rising above the forces of evil.

 

It's early and only a first thought, but what if there is some truth in suggesting that...

 

If we're not selling what they're buying, then we should not be surprised that they're not buying what we're selling.

 

 

 ~ http://www.GoogleLitTrips.com ~

 

 

 

 

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Twitter / iyingchui: Literature. Hahaha! So much ...

GoogleLitTrips Reading List's insight:

Oh it hurts! And the rudeness with which the sentiment is expressed cuts deep. It's too rude to share with students, though they too often share the same sentiment among themselves.

 

So although there is no question that the comment is phrased indelicately, the rudeness aside, my question is...

 

"Is it a rude awakening of sorts?"

 

Could the teacher's interpretation have been suggested in a way that wasn't so annoying to students who don't really get it but still believe that "It seems stupid to me, but it might be on the test?" 

 

If this "might be" their simplistic reaction, then have we done them any favors in thinking we have given them welcome insights into the joys of deeper reading?

 

Or...have we missed an opportunity to make a valuable insight palatable and thereby welcome?

 

 

 ~ http://www.GoogleLitTrips.com ~

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NCGE "Perspective" Aug/Sept 2011

NCGE "Perspective" Aug/Sept 2011 | Google Lit Trips: Reading About Reading | Scoop.it

See Page 16: Nice article in NCGE (National Council for Geographic Education) Perspective journal on recent Google Lit Trips collaboration and presentation with author Toby Lester, author of The Fourth Part of the World.

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WWW: Take a Digital Trip Through Your Favorite Book

WWW: Take a Digital Trip Through Your Favorite Book | Google Lit Trips: Reading About Reading | Scoop.it
Hello, all, "La lectura es el viaje de los que no pueden tomar el tren," said French playwright Francis de Croisset, according to the neat handwriting on the wall of a cafe in Buenos Aires. And now...

 

“La lectura es el viaje de los que no pueden tomar el tren,” said French playwright Francis de Croisset, according to the neat handwriting on the wall of a cafe in Buenos Aires.

 

And nowhere does that become more true than when using Google Lit Trips, a unique digital resource for educators that comes free of charge courtesy of one innovative educator and the free program Google Earth.

GoogleLitTrips Reading List's insight:

What can I say?

 

It's always such an honor when an educator chooses to endorse the Google Lit Trips project with such kind words.

 

And these kind words come, serendipitously, via The Latin American and Iberian Institute at UNM (University of New Mexico).

 

The serendipity?...

 

Within the next 7 to 10 days, I will be posting a brand new and very long awaited Google Lit Trip on one of the most requested titles for Google Lit Trip development. And, it happens to be a" Mexico --> United States" immigration story that is extremely popular in schools.

 

I'll leave the title as a tease, but will scoop it in the Google Lit Trips: Reading About Reading Scoop-it blog the very moment it goes public.

 

Okay! Here's a hint... 

Just for the heck of it let's play hangman.

 

     ____

     |      |       O     -    |    -    /    \

            |

            |

            |

            |

      ___ |___

 

 

— — — — — — — — —    — — — — — —

 

 You can leave a single letter guess in the comments below and with the exception of vowels, I'll fill in the blanks as I see correct guesses.

 

However, just for fun, I'll delete any comment that attempts to guess the whole title just to keep the game going a bit longer.

 

 ~ http://www.GoogleLitTrips.com ~

"Google Lit Trips" is the fictious business name of GLT Global ED, an educational nonprofit

 

 

 

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If Dr. Seuss books were titled according to their subtexts

If Dr. Seuss books were titled according to their subtexts | Google Lit Trips: Reading About Reading | Scoop.it


(from Buzzfeed)

GoogleLitTrips Reading List's insight:

Who didn't love Dr. Seuss?

 

What a great introduction to an accessible learning experience of "reading between the lines." It's a classic frustration point that all too frequently leads to annoyance and reliance upon a "I'll never get it, but I can learn to fake it Thanks to Spark Notes Plan B" attitude for many students.

 

Having probably liked Dr. Seuss in childhood and gained a bit more understanding of the world by the time students reach high school, it might be quite a bit easier to only have to stretch one's Vygotsky borders by exploring the real-world references made in these retitled Dr. Seuss books. A bit of understanding of what the titles reference added to an existing recollection of fondness for these classic stories, might provide a pre-engaged interest in rereading the stories with more "grown-up" eyes.

 

A follow up exercise might be to employ the opposite strategy. Have students start with a different personal favorite childhood story and have them create retitled versions of the covers for those stories. 

 

Or have them choose a book they more recently enjoyed and have them create a retitled book cover. I would probably ask them to choose a book that they had chosen themselves rather than one that had been required reading.

 

I think the key is that they start with a book that they read and enjoyed rather than one they did not choose, may have had to struggle through because of a lack of pre-existing interest, challenging vocabulary, or plotline of no particularly attractive nature.

 

For example, a student may be a skateboarder who happened to read a book about Tony Hawk simply because the student thinks Hawk is pretty cool. That student might in retrospect see that the book might easily be retitled "Perseverance Pays Off" or "Fun Ain't Always Easy And Easy Ain't Always Fun."

 

It wouldn't need to be a time consuming experience, but maybe a single period early in the semester might be an enjoyable and worthwhile experience.

 

An alternative followup might be for students to be invited and then scheduled to bring in one or two or more of their favorite childhood books on the same day. And, then students are given a chance to  blind draw one of the books brought in that day. I'd probably have a list of the titles they brought in so that those titles would be unacceptable for this single experience. So if they did happen to blind draw a title that matches one of the books they brought in they would get to draw again until they had drawn a book other than the one they'd brought in. They might then read the book cold and then try to draw a retitled cover.

 

 ~ http:www.GoogleLitTrips.com ~

 

 

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A Special no cost offer & gift for cutting edge iPad using educators from Google Lit Trips!

A Special no cost offer & gift for cutting edge iPad using educators from Google Lit Trips! | Google Lit Trips: Reading About Reading | Scoop.it

What if you could really get Google Lit Trips to work well on an iPad?

Imagine walking down Cannery Row in Monterey, CA or around Stratford-Upon-Avon with your own personal tour guide! Imagine students from around the world creating and sharing walking tours of their nearby literary landmarks! 

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