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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
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Google | Google Lit Trips: Reading About Reading |
Search the world's information, including webpages, images, videos and more. Google has many special features to help you find exactly what you're looking for.
GoogleLitTrips Reading List's insight:

27 February 2014

Well this Scoop is only good for one day!


Google's celebrating John Steinbeck's 112th birthday  with a totally cool animation. 


Don't click the play button too soon. Then click it and then see what happens and then keep clicking it until you reach the end.


~ ~

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Paula Silva's comment, March 4, 6:35 AM
Will you check this scoop? Thank you so much.
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These 11 Apps Will Help You Finally Finish Your Novel

These 11 Apps Will Help You Finally Finish Your Novel | Google Lit Trips: Reading About Reading |
Jonathan Franzen, everyone's favorite literary grump, once said, "It's doubtful that anyone with an Internet connection at his workplace is writing good fiction." We understand what he's getting at: If you're embarking on the daunting and t...
GoogleLitTrips Reading List's insight:

26 February 2014

Okay, so it was pretty crappy poetry. But, when you're a15 year old boy who wore glasses back then, when the hormones were whipping me around like King Kong, poetry, seemed like it might be an effective "chick magnet." I didn't even know what that term meant, I'd just heard it from the older guy who lived down the street. 


But, a funny thing happened as I was writing that "DA" (dumb-ass) Poetry. I didn't get any "girl friends." By the way, I blamed that on the glasses not the poetry. But, I did notice that I was getting a noticeably different kind of attention from a few of the girls who wondered what I was scribbling so much about lately. 


My previous attention getting strategy had served me well in that it got me attention. But, it was the attention most class clowns get. It was the "You made me laugh, but ..." kind of attention. "But, there's no connection between your being entertaining when class gets boring and my interest in making new friends."


Damn those glasses!


But, those "sweet smiles" from girls who found my attempts to capture "prettiness" in girls "kinda nice." 


It wasn't a deep dive and it took several years of casual on and offf interest, but as that interest developed, still competing with baseball and "guy stuff," I kind of liked writing bits and pieces of ideas most of which just remained valuable to me because I had impressed myself with a turn of phrase.


Truthfully, I don't actually remember the chronology, but I want to remember that my own  earliest interest in "personal writing" coincided  with my interest in the cleverness I'd noticed in bumper stickers and the edgy cleverness I'd discovered in Mad Magazine; particularly their parodies of famous movies.. The bottom line, in any case was that I "noticed" that my interest in reading fed my interest in writing and my interest in writing fed my interest in reading. 


Contrary to the popular mantra regarding the following of one's passions, it wasn't that. I wasn't passionate about reading or writing, it was just something among the many things that I casually added to the "sometimes I kind of like doing this or that list.


So with an interest in exploring fresh ideas about how to encourage our students to embrace reading as "one of the things they sometimes kind of like doing," I found this article of interest in that it does not take the standard, "I'm a teacher and I know what's good for students" position. (Though of course I do believe that teachers do know a heck of a lot about what's good for students)


There's a nice blend of serious (as in studious) and intriguing (as in that's kinda cool" apps here.


For example, recommend a dictionary app is kind of a yawner of a suggestion. Most devices have a sort of built in dictionary that can define any word instantly with a clever click on the word. On Macs, hovering over words in many apps and websites and then using a three finger click can bring the built-in dictionary to the screen with the word defined.  Or, a single "right click" on a word reveals a popup window where either the dictionary or a Google search can be instantly accessed.


But, apps such as the free Poetreat (which i had not previously discovered are "sort of cool." It provides multiple ways of exploring writing possibilities . My guess would be that there is a percentage of students in every class that might find this app an engaging way of motivating themselves to care about their writing.


The Hemingway app intrigued me as it utilizes colored coded editing strategies. (That is it will when it actually is ready) It's apparently going to be a desktop application rather than a mobile device; which attracts me because writing on mobile devices still has a few inconveniences, especially when one is writing lengthy pieces. I'd suggest clicking the link to at least see the promotional information. You will be asked if you might be interested in paying $5.00 for such an app. The choices are only "yes" or "no" which omits the idea that I might be willing to pay $5, but I'd have to "see" what I'm getting for that $5 before making a commitment. But, I found it intriguing enough to say "yes" which generated a popup window saying I'd be notified by email when the app was ready.


Maybe it's just me, but as I began this post, I was really thinking about the last two apps; Write or Die and SelfControl.

Write or Die caught my attention immediately because of the "threat." The first paragraph on the website says...


"Write or Die is an application for Windows, Mac and Linux which aims to eliminate writer's block by providing consequences for procrastination and, new to this version, rewards for accomplishment. Historically Write or Die has specialized in being the stick in the carrot/stick motivation continuum, but it's time to experiment with encouragement.""


And what's cool is the user gets to pick his or her preferred "motivation" including choices for those who prefer "carrots" and those who prefer "sticks" as motivators. There's even a very cool option to disable quitting. But it's the user who builds his or her own environment for engaging in writing.'

The large graphic at the top is interactive though for the most part it only shows options, but does not actually employ them in a working mock up. Be sure to look for the easy-to-overlook gray on black text explaining each option as you click on it.

By the way, it was that gray on black text that I missed for awhile that indicated that the list price is $20 which is sort of a lot given software prices nowadays. And there is also gray text that offers a discount to teachers that brings the price down to $15. A price that I determined I might be willing to pay after I'd later discovered the TRY button. It's actually pretty cool.


SelfControl puts control in the hands of the user; rather than in the hands of a parent, teacher, or overly-protective IT "support" person.


It's a simple concept. I need to temporarily remove distractions that I know very well that I have trouble resisting while working on a computer. I can temporarily block sites such as Twitter or Facebook, when I want to and for as long as I want to. Imagine letting students learn the art and value of self-control rather than letting the develop a resentment for someone else who imposes parent-control restrictions upon them.


My guess is that many of these tools will engage first and then provide a gold mine of motivation to explore and discover interests in both writing and reading that might pay greater dividends than those paid by imposed learning of what we think they should care about (even when, as is usually the case, we're right!)


 ~ ~

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7 Famous Authors Who Made It Okay To Commit Grammar No-No's

7 Famous Authors Who Made It Okay To Commit Grammar No-No's | Google Lit Trips: Reading About Reading |
You have to learn the rules before you can break them. At least that's what our English teachers told us when we cited Dickens as a defense for our use of run-on sentences.

It's true that not all grammar violations are created equally. Some indic...
GoogleLitTrips Reading List's insight:

21 February 2014

Well, it looks like it's grammar day on Reading About Reading!

Grammar rules are grammar rules and for the most part, they do serve a valuable purpose, ... I suppose.


But, it's good to remember that genius frequently is spawned by rule breakers.


And, it's even better to remember that breaking rules is not by definition an act of genius. Sometimes it's just ignorance and often embarrassingly ignorant. 


As educators how do we handle the upside of following rules, while leaving the door open to the creative power of exploring what is beyond the fences "to which" we are so dedicated. (Now doesn't that sound just a bit pretentious, really?



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Learning Literary Terms With Taylor Swift

Learning Literary Terms With Taylor Swift | Google Lit Trips: Reading About Reading |
This article was written by teen reporters from The Mash, a weekly publication distributed to Chicagoland high schools.

By Kiley Roache, Nazareth High School

Whether you’re prepping for the AP Literature exam, or trying to crank out that ...
GoogleLitTrips Reading List's insight:

17 February 2014


I can't say that I'm an expert on Taylor Swift lyrics. But, I have taken some teasing because I've found the lyrics to the few songs I've listened to, to be quite touching and poetic. 


In that limited experience, I was attracted to the storytelling aspect of her lyrics. They struck me as being as personal as quite thoughtful journal entries taken seriously by someone who cared and paid the price for doing so. Very touching.


And, now, thanks to Kiley Roache, of Nazareth High School, we have this article sharing several examples of the way Taylor Swift has used several literary devices in her lyrics.


If literary devices are intended to enhance the relationship between a writer's intent and the receptiveness of that writer's audience, then perhaps it might be significantly more effective to introduce  those literary devices via examples that really exist in the world of our students rather than only in the world of literary scholarship. That is, the power of literary devices may be more effectively "learned" when the focus is upon bringing the story to the reader rather than focusing upon bringing the reader to the device. 


Would I use this article in class. "Absolutely except..."


One lesson I learned long ago, is that too many students' have extremely rigid pre-established opinions about music types, genres, and performers to assume that sharing any musician's lyrics will be a welcome endeavor by all.


Seems obvious doesn't it? Different students have different tastes in music and more typically than not, for the most part they have yet to develop a breadth of musical appreciation that allows them to be receptive to music beyond the breadth of "their favorite" kinds of music. 


As an aside, it might be worth considering how far beyond their established interest in storytelling and beyond their Vygotskian Zone of Proximal Development we ask them to be receptive to when we assign all of them to study the same work of literature. 


Perhaps if we took every opportunity to wrap literary reading learning experiences around the question every students asks, "What does this have to do with anything I care about?" we might find more of them receptive to the lessons we design in our attempt to address the question every professional educator asks, "How can I use literature to encourage students to contemplate  not only what they care about but what they ought to consider caring more about?"


Bait the hook! 


Fans of Taylor Swift will "bite" a lesson on literary devices built around this article because it begins with  an established appetite. They'll feel a closer and deeper attachment via their "fandomness" to her work and probably rush out to other fans to clue them into the depths of Swift's lyrics that they've discovered.


If this is true for Taylor Swift fans then a parallel experience is probably true for students who happen be fans of other musicians.


Building upon this premise, I might ask students to email me a phrase from a lyric that they are particularly fond of.


I would print each one on a single sheet of 8.5x11 white paper using Helvetica font in the largest point size that I could so that the phrase would still fit on the single sheet of paper. 


I wouldn't identify the source. (student or musician).


Before class the next day, I would hang them around the room with as much space between them as possible on walls where there was ample space to walk.


I would immediately invite students to walk around and read the phrases with one intent. What do you suppose it was about each phrase that "someone" in this class thought was particularly meaningful? 

I would emphasize that it isn't important whether or not they find the phrase particularly meaningful. The focus being simply what did the writer of the lyric do with words that caused at least one of his or her fans to really connect with the phrase.


Then, I'd introduce this article assuring students who do not "care for Taylor Swift" that they don't have to watch the videos if they can't bring themselves to do so. They need only concentrate upon the term and the example.


The subsequent task being, "Did you see examples of 'any' of these terms in the phrases the class brought in?


It wouldn't surprise me if the students discovered that the use of literary devices is fairly common and that regardless of musical taste, many of these devices find themselves being used across many musical genres.


If there is merit in this thesis, then perhaps letting non-Swift fans  start with their favorite lines from their favorite musicians regardless of the teacher's opinions (informed or otherwise) about those musicians and then letting them discover what it was about those lines that they found particularly interesting would serve as an equally engaging and more successful approach than say, teaching cliché, oops, I mean simile by telling them  about someone being "as hungry as a bear;" or, explaining the allusion being made in one story they are not enjoying to another story they never heard of.


And, I would also suspect that once they've had some experience noticing the use of literary devices in stories they already have a personal engagement with, that they would have enough "lock on the concept" to begin noticing them in the works on the official course reading list.


 ~ ~

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How Common Core Devalues Great Literature | Crisis Magazine

How Common Core Devalues Great Literature | Crisis Magazine | Google Lit Trips: Reading About Reading |
Many years ago, a prominent man wrote to one of his favorite authors about his latest book.  This man had been a soldier, a hunter, an athlete, an historian, and a social reformer, and was now employed in a post
GoogleLitTrips Reading List's insight:

10 February 2014

A careful reading of my comments regarding Common Core State Standards for Reading Literature WILL reveal both concerns and  appreciation for their intent. In other areas of the CCSS the teeter-totter tips more towards an appreciation for efforts to assess  and hold accountable both the skill sets of students and teachers than it does in the area of reading literature. 


There are areas of English Language Arts for which the development of valid  assessment tools with acceptable margins of error is possible. Mechanics, Usage and Grammar  (MUG), vocabulary, decoding, and advanced literacy skills all have "variables." But, there are generally accepted "ranges" of best practices for these and other skill sets. Many are useful in both Informational Reading as well as in Reading Literature. However, if we distinguish between the intent of Informational Reading and the intent of Reading Literature, it becomes painfully clear that assessing the former with an acceptable margin of error is infinitely easier than assessing the latter with an acceptable margin of error.


Though, personally I take a more moderate view of the negative impact of Common Core upon Reading Literature, this article, emotion-laden as it often is, confronts the proverbial elephant in the room without blinking. 


But, perhaps the amplification of the concerns that CCSS might be so misdirecting attention away from the very reason we teach literary reading that it may well be the case that the CCSS may be destroying what we intend to be nourishing; that is the engaged and thoughtful and rewarding pursuit of humankind's most persistent questions. 


My moderate response? I'm not ready to throw out the CCSS for Reading Literature. Reading Literature is too important. But, I'm not ready to give up the hope that a recognition that the assessment of Literary Reading as it stands may be doing more harm than good.


Perhaps a reminder from Sir Ken Robinson is in order...

"Another problem is that in this country there is a culture of standardized testing based on right or wrong types of answers. However, if you are looking at someone's paintings, reading their poetry, or listening to music, then you are focusing on a whole array of factors. We have a tendency to make the measurable important versus the important measureable..."

Perhaps it's time to wonder whether or not the CCSS Smarter Balance assessment in its current form fails the test of successfully measuring what is actually important in the case of Literary Reading.




brought to you by GLT Global ED an educational nonprofit





Reading Power's curator insight, February 12, 9:24 PM

The debate continues

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CALL FOR ENTRIES - Innovations in Reading Prize, 2014, National Book Foundation, Presenter of National Book Awards

CALL FOR ENTRIES - Innovations in Reading Prize, 2014, National Book Foundation, Presenter of National Book Awards | Google Lit Trips: Reading About Reading |

The Foundation's Innovations in Reading Prize recognizes exceptional initiatives and programs that have created and sustained a lifelong love of reading: thoughtful, groundbreaking projects that generate excitement and passion for literature and books.

GoogleLitTrips Reading List's insight:

30 January 2014


Apologies for cross posting anywhere there might be some affection for the Google Lit Trips project!)


I'm hoping that there are a few fans of Google Lit Trips who might be interested in helping us apply for this $2,500 cash award  from the National Book Foundation by writing a Letter of Recommendation for our efforts.


The unique requirements for the award seem to make the Google Lit Trips project a perfect candidate.


If you are willing to consider helping us out, I've created a few talking points that I think make the Google Lit Trips project a perfect candidate for the project here: ;


The application due date is February 19 and we would need to receive a copy of your letter by February 14 if at all possible. 


If you are at all considering this request could you send me a note at:  or so I don't sit around wringing my hands?




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National Book Foundation eNewsletter, January 2014

National Book Foundation eNewsletter, January 2014 | Google Lit Trips: Reading About Reading |
GoogleLitTrips Reading List's insight:

30 January 2014

A GREAT site chock full of videos of speeches, readings, and interviews from National Book Award Week.


A Great inspiration to share with students, particularly those who don't have "reading is cool" on their radar yet.



 brought to you by GLT Global ED (dba Google Lit Trips) a 501c3 tax-exempt educational nonprofit

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The Peculiar Underworld of Rare-Book Thieves :: Books :: Features :: Paste

The Peculiar Underworld of Rare-Book Thieves :: Books :: Features :: Paste | Google Lit Trips: Reading About Reading |
While the criminal personalities vary, rare-book thieves all share something in common: base greed and a knack for gaining insider access to the cozy, exclusive world of rare-book collecting.
GoogleLitTrips Reading List's insight:

25 January 2014


Mentioned in my previous scoop, I found this to be one of the more fascinating articles. 


How about this for Informational Reading that has a direct bridge to Literary Reading?


 ~ ~

by GLT GLobal ED (dba Google Lit Trips) a 501c3 tax-exempt educational non profit encouraging learners to "READ THE WOR(L)D"


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We're Teaching Books That Don't Stack Up

We're Teaching Books That Don't Stack Up | Google Lit Trips: Reading About Reading |
All too often it's English teachers who close down teen interest in reading.
GoogleLitTrips Reading List's insight:

24 January 2014

 (This scooped article was orignally published in 2008)


Okay, Gulp!


I think I'll begin my comments with one of my favorite Dick Cavett quotes....



It's a rare person who wants to hear what he doesn't want to hear.



There, I said it. Literature teachers, we may just be a big part of the problem, well intended as we may be.


If you don't read the scooped article, or finish my brief comments, I'll include one paragragh from the article worthy of some open-minded collegial contemplation in a pending department meeting...



""Butchering." That's what one of my former students, a young man who loves creative writing but rarely gets to do any at school, called English class. He was referring to the endless picking apart of linguistic details that loses teens in a haze of "So what?" The reading quizzes that turn, say, "Hamlet" into a Q&A on facts, symbols and themes. The thesis-driven essay assignments that require students to write about a novel they can't muster any passion for ("The Scarlet Letter" is high on teens' list of most dreaded). I'll never forget what one parent, bemoaning his daughter's aversion to great books after she took AP English Literature, wrote to me: "What I've seen teachers do is take living, breathing works of art and transform them into dessicated lab specimens fit for dissection."



(awkward pause)




Yes, we do need to sow the seeds of the next crop of English majors. But, we ought to consider it even more important, since the numbers are so lopsided, to remember that as many as 90% of our students "ain't gonna major in English" and perhaps as many as 50% of our students "ain't gonna read a single piece of fiction" after they are no longer required to do so.


I know.


I don't particularly want to hear it either.  But "facts is facts." And, if there is any truth in the contentions made in this article that in too many cases we may be killing what we believe we are nourishing we may want to revisit even our own personal favorite lessons.


I am not proposing that we "dumb down" but rather that we give some thought to how we might "relevance up" what we do in our literary reading instruction. Anyone who can't imagine how to "relevance up" say a play like Cyrano deBergerac, must surely have forgotten what it felt like to have acne or the intensity of the forces of physical attractivenss at a time in one's life when "inner beauty" is just something that teens' parents say is really important while correcting their children's posture.


Yes, of course! That's it. Our students don't particularly want to hear what they don't want to hear either. But, we're the grown ups in the room aren't we? 


Of course if taken as a blanket condemnation of how we teach literary reading, then it is a harsh and unfair implication to suggest that none of us do manage to successfully engage the vast majority of our students. But, if we are willing to listen and hear what we may not really want to hear, we may give some readjusted attention to the complaints of those who are brave or annoyed enough to express those complaints. And, if we really do want to hear what we really don't want to hear, then we might also spend significant time listening to the eerie silience of those who "lay low" only pretending to care or to those silent ones who don't even bother to pretend to care while wondering why the clock moves so slowly.


We can sometimes too easily explain away the complaints and disengaged silence by believing that "they're just lazy, they spend too much time on facebook, they just don't care, that they just want less challenging work." There certainly are those. But a surprising number of the disengaged don't want less; they want "something" more.


It was not too long ago that the battle cry was, "No Child Left Behind!" But, I would propose that perhaps an equally important concern is that when we finish with them, that they do not ride off "into the real world" happy to be finally free to leave some of their teachers behind.


Teach to their hearts and their minds will follow.


 ~ ~

Google Lit Trips is the fictitious business name for GLT Global ED, a 501c3 tax-exempt educational nonprofit


Shay Davidson's curator insight, January 24, 8:47 PM

Interesting. I'm quite sure people could argue all day about the books kids are forced to read in high school. I only wish that good teachers had a choice in the books they wanted to present to students--and I'd get to pick the good teachers out!

Steffen Sipe's curator insight, January 30, 3:45 AM


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Google Lit Trips: Celebrating Martin Luther King, Jr. Day

Google Lit Trips: Celebrating Martin Luther King, Jr. Day | Google Lit Trips: Reading About Reading |
“But, how do you know if an ending is truly good for the characters unless you traveled
with them through every page?
GoogleLitTrips Reading List's insight:

22 January 2014

Imagine my surprise when Kristen Pavese, author of this article begins by responding to the quote  above from Shannon Hale's Midnight in Austenland with...



"If only the character in Shannon Hale's novel had heard about Google Lit Trips, she would have known that this is in fact, possible!. Google Lit Trips is a free resource that allows readers to virtually follow the journey of literary characters via Google Earth...These pre-created trips place readers inside the story so they can see for themselves the path that characters have followed and experience the sights they have seen. Pop-up windows at each location provide the reader with different resources that stimulate higher level reading skills - discussion starters, links for further information, videos, etc. These resources bring about a fuller understanding of the text while establishing real world connections the reader can learn about for himself."



Pavese,  then points to the Google Lit Trip for Elizabeth Partridge's "Marching for Freedom" as an example that might be quite appropriate in light of our remembrance of the life of Martin Luther King jr. 



"The site offers a pre-created trip for "Marching for Freedom" by Elizabeth Partridge. Partridge tells the true story of the children who chose to join Dr. King on the march from Selma to Washington during the Civil Rights Movement in 1965. The trip outlines the 5 day march, giving students a visualization of the path the participants took, where they stopped, and what happened on each day. The pop-ups provide videos that make students feel as if they went on the march themselves – including speeches by MLK and LBJ, as well as a video of the actual marching. Among other things, the pop-ups also include links to documents that will give the readers background information (like the Civil Rights Act of 1964 and MLK’s principles of non-violence), discussion questions, and notes from the author."



I must say that when Elizabeth Partridge contacted me to suggest that perhaps the book she was about to publish might make a good Lit Trip, I was stunned to say the least. An actual author contacting me?? Wow! The Google Lit Trips project had reached beyond any expectations I'd ever had for the project.


And, in collaborating with Elizabeth in the months before the publication of her book, the entire title being, Marching For Freedom: Walk Together Children, and Don't You Grow Weary," I found myself up close and personal with a portion of the Civil Rights story that I had not been deeply aware of although I had been convinced that I had known quite a bit about Civil Rights Movement. 


When we stumbled across actual video clips of the march posted on YouTube, I was more than intrigued by the mysterious description of the footage reading...



"A powerful and recently rediscovered film made during the 1965 Selma to Montgomery march for voting rights. Stefan Sharff's intimate documentary reflects his youthful work in the montage style under the great Russian filmmaker Sergei Eisenstein. The film features moving spirituals. Marchers include Rev. Dr. Martin Luther King Jr. and his wife Coretta Scott King."



It was nearly impossible for me to believe that in 2009 there was film to be "rediscovered." And then I noticed that the footage had been posted by "YouTube user: BTSharf, the son of the film's director.and one of the film's cameramen. 


I contacted  Mr. Sharf: in pursuit of permission to include the footage in the Marching for Freedom Lit Trip. I received this reply...



"Re: requesting permission to use videos 09/08/09

You certainly have permission to embed this video. We would appreciate it. This is a document that should be seen, the more traffic the better.

Send me a link.

Billy "



As we continued to work on the Marching for Freedom Lit Trip, being able to take the journey of the march and learning more about the "back story" than I had managed to gather even in my own fairly deep following of the actual events in the news, magazines, and television reports at the time of the march, and at the same time learning much more about the Elizabeth Partridge's back story personal journey in researching the "stories behind the story" of the march, it became clearer than ever that creating learning experiences that somehow virtualize the experience of traveling alongside the characters and people in their own life journeys had a way of personalizing the learning  experience that is much more engaging and therefore much more informative than can be acheived when the "story" is reduced to the pages alloted for such historically momentous events in history books, or in newscasts, and magazine articles. 


There is a kind of access to the truth of the "character of the characters"  as well as the "character of the people" if we are able to "travel with them" as author Shannon Hale points out in the quote from her book used by Pavese as a starting point for her article.


And I realized that whether one is reading fiction, historical fiction or non-fiction, there is a bringing together in the same space of the reader and the events portrayed, that is essentially a virtual travel along. And, this engagement makes it possible to not only "know" the events, but to actually "feel" the events, to empathize with the conditions and motivations and dilemmas of choice faced by the characters and people as if we were there walking right along side them.


When Elizabeth and I reached the end of the development of the Marching for Freedom Lit Trip, where we took the reader to "virtually witness" the incredible speech given by Martin Luther King Jr. at the Alabama State Capitol,  only one block beyond Martin Luther King's Dexter Avenue Baptist Church, we found a video clip from that lesser known, speech, but perhaps at least as eloquent, as the "I Have a Dream" speech.


Martin Luther King Jr, did not actually name his speeches, but this one is sometimes known as the "How Long? Not Long!" speech. As we brought readers through Elizabeth's retelling of the story while taking them on the long march both in text and in the virtual reality of Google Earth, the video clip is viewed within the context of having "virtually marched alongside" the marchers after multiple failed attempts to begin, having "virtually been there with the marchers" as they were beaten on one attempt to cross the imfamous Pettus Bridge, having marched in peace as helicopters buzzed above and various "law enforecement troops "protected and intimidated" the marchers, having faced the possible dangers ahead as they passed through some of the most notoriously violent and racist areas along the way,  having walked past the actual church where Martin Luther King jr was and had been the pastor for 20 years, in a sense having reached the end of the march "virtually exhausted" yet proud of surviving the intimidation and fears, and challenges of the march as though we had been there, it became clear that we were experiencing that speech from within a very different context than when we only read the speech from within the context of the very few pages devoted to the entire Civil Rights Movement in history books or the few days devoted to the entire Civil Rights Movement  in history classroom lectures and discussions where hundreds of years of history must be taught and learned in the matter of one or two semesters,, or from within the context of our livingrooms watching three-minute annual newscasts including only the briefest of video excerpts of original coverage of the entire Civil Rights Movement on Martin Luther King Day or from within the context of the recognition that preparing for the all important "test  on Chapter ____" in the history text is too often perceived as being the primary value of the brief encounter with importance of information about the Civil Rights Movement.


I can't help but also mention that building a Lit Trip is a journey in itself. As Elizabeth and I worked on the "Marching for Freedom" Lit Trip, she shared her behind the scenes stories that she discovered on her research journey that took her to places between and beyond Selma and Montgomery as she interviewed many of the actual participants to discover their individual and shared back stories. In sharing those with me and with her readers, I was not only reminded of my clear recollection of the events as I knew them, but I also learned how little I really knew about a subject I thought I'd paid particularly close attention to at the time. 


Ironically, though President Johnson's greatest legacy may have been his signing of the Civil Rights Bill Act of 1964, I had not seen anything beyond the sound bites of his incredible speech at the time. I realized after seeing that entire speech, that my opinion of President Johnson had been based too heavily upon my concerns that he "was no Jack Kennedy, that he was a hardball politician who appeared to be quite at ease employing tactics I perceived as having questionable ethics as well as questionable motives in order to get what he wanted, and that he was unable or perhaps less interested in resolving the Vietnam war conflict that he had inherited from multiple previous presidents;  an earily familiar sounding predicament today.


And while working with Elizabeth and discovering President Johnson's speech in its entirety, I came to realize that in my youth I had not allowed these very negative perceptions of President Johnson to be tempered at least a bit by the side he showed in the Civil Rights work he helped bring to fruition.


In discovering the entire version of his speech online, I came to realize that as a president from the south where remnants of the influence of pro-segregationist Dixicrat party still held signficant sway in the Democratic party, Johnson's speech represented not just a expression of Democratic support for the Civil Rights Movement, but also an act of extreme political and personal courage.


In conclusion, Shannon Hale, speaking no doubt of other matters, nailed a truth about "knowing." We can not know the truth about characters and the universal truths they represent about humanity in the "real world" until we travel with them through their journeys, at least as much as we can in the course of becoming aware of what it is to become not merely human beings but also humane beings. And, in the case of the Civil Rights Movement as well as perhaps all human activity, it is equaly important walk in the shoes of others through both fictionand nonfiction in order to discover what the forces are behind those who become inhumane beings.



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Google Lit Trips is the fictitious business name for GLT Global ED, now an official 501c3 tax-exempt educational nonprofit




Sunflower Foundation's curator insight, January 22, 8:07 PM

How great it this. I think being able to follow characters on their journey would be awesome. But I love fantasy, so unless the author provides maps I guess I am still stuck.

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The Diary of a Young Girl by Anne Frank

The Diary of a Young Girl by Anne Frank | Google Lit Trips: Reading About Reading |
GoogleLitTrips Reading List's insight:

Google Lit Trips is proud to announce the addition of the . This Lit Trip was co-developed by Library Media Specialist Anne Brusca, who is also the developer of the popular Google Lit Trip for A Family Apart by Joan Lowery Nixon as well as the Google Lit Trip for Flesh & Blood So Cheap by Albert Marrin and Google Lit Trip founder, Jerome Burg.


This Google Lit Trip includes several placemarks mentioned in the diary including placemarks for:


Anne Frank's Birthplace containing a link to an interactive Timeline for the Frank family. The Timeline is rich in embedded media related to the Frank family from 1914 through 2012.


Anne Frank's Home: Where the Frank family lived prior to moving to the Secret Annex. Flying to this placemark goes directly into Google Earth Streetview" where students can see the very place where the family lived as it looks today. This placemark contains a link to the only known video footage of Anne Frank. Students will see the very window in Street View from which Anne appears in the video.


Anne's father's business commonly referred to as the "Anne Frank" Building: This placemark includes an historical aerial photograph with the building in which Otto' Frank's business was located tinted blue. It is easy to see that the Annex which is behind the blue tinted building is not visible from the street.


The Secret Annex: This placemark shifts the view to a bird's eye view showing the secret annex behind the street-side building and contains a link to a virtual walk-through tour of the entire Secret Annex. 


The Westerbrook Transit Camp: This placemark contains an image of the very hut in which the Frank family stayed while at the Westerbork Transit Camp. It also contains a link to a short video about the the memorial now located on the grounds of the Westerbork Transit Camp and a link to an exquisite photo slide show capturing the "feeling" of the place today as it has been set-aside to remember those who passed through this camp on their way to the unimaginable destinies that lay ahead for them.


Auschwitz Concentration Camp: This placemark contains a link to a 2 minute video about a photo book that presents,  "... 31 historical photographs taken by SS men in 1944 depicting the extermination of Jews in the Auschwitz II-Birkenau camp. They were set in contrast with present-day photographs of the same locations...." There is also a link to a website with more information about the Auschwitz Concentration Camp.


Bergen-Belsen Concentration Camp: This placemark marks the spot in the desolate area where the Bergen-Belsen Concentration once was and where Anne and her sister died.


Lest We Forget: This placemark is provides a view of the Yad Vashem 

The Holocaust Martyrs' and Heroes' Remembrance Authority
Jerusalem Israel. It also has links to other Holocaust Museums with interactive exhibits and other educational resources.


Those educators responsible for addressing Common Core State Standards for both literary reading and Informational reading and particularly those interested in cross-curricular studies will find this a valueable addition to: your students' learning experiences.


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Google Lit Trips is the legal Fictitious business name of GLT Global ED, a 501c3 tax-exempt educational nonprofit.

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Heather Mac Donald: The Humanities Have Forgotten Their Humanity

Heather Mac Donald: The Humanities Have Forgotten Their Humanity | Google Lit Trips: Reading About Reading |
In The Wall Street Journal, Heather Mac Donald writes that when Shakespeare lost out to 'rubrics of gender, sexuality, race, and class' at UCLA, something vital was harmed.
GoogleLitTrips Reading List's insight:

7 January 2014


There is something in this article for everyone to both love AND hate.


My first thougt after zigzagging my opinion  as I read the article was to wonder what the English Department conversations might be after it had been required to read;(self-imposed or otherwise)  as both an example of and as an opportunity to practice the skills of Informational Reading that most American English Departments are now required to include in their courses.


Your thoughts? Leave a comment below.


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Google Lit Trips is the fictitious business name of GLT Global ED now a 501C3 Tax-exempt educational nonprofit.

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enra " pleiades " - YouTube

enra " pleiades " - YouTube | Google Lit Trips: Reading About Reading |
Performamce & Choreography :Saya Watatani , Maki Yokoyama Director : Nobuyuki Hanabusa Animator : Seiya Ishii , Nobuyuki Hanabusa Music : Nobuyuki Hanabusa h...
GoogleLitTrips Reading List's insight:

7 January 2013


Sometimes one stumbles across  a five-minute experience that creates such a n undefinably joyful moment that it just has to be shared.  Watch this video for a truly inspiring experience with what the fine arts brings to a well-lived existance. Worry about what it has to do with "Reading About Reading" some other time if you must. 


Be sure to click the Full Screen icon in the lower right corner of the video window. 


By the way... Could STEM education without the ARTS have produced this?


And, Could the ARTS without STEM Education have produced this?


Neither is "enough" without the others.


Let's hear it for STEAM education.


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Google Lit Trips is the fictitous business name of GLT Global ED, a 501c3 tax-exempt educational nonprofit bringing wisdom to the Information age



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Kite Runner by Khaled Hosseini

Kite Runner by Khaled Hosseini | Google Lit Trips: Reading About Reading |

Major upgrade and refresh for The Kite Runner Google Lit Trip just released.

GoogleLitTrips Reading List's insight:

26 February 2014


Have you noticed the subtle changes going on at Google Lit Trips? We've been updating and refreshing a lot of the existing library over the last few months.


We're very proud to announce the just published major refresh for The Kite Runner by Khaled Hosseini. This very popular Lit Trip has been updated with fresh media links, the relatively new "REPORT BROKEN LINKS" button, many updated discussion starters, more focus upon building opportunities for students to discover the thematic relevance to their own lives, and lots of Informational reading links relating to real world relevance of the story's literary themes. We've also begun to identify Lit Trips by a version number so you can compare the version number you have with the version currently available  on the website.


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brought to you by GLT Global ED an educational nonprofit ~



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12 Smart Reads For Teens

12 Smart Reads For Teens | Google Lit Trips: Reading About Reading |
Originally posted on Kirkus

Who are we kidding? There may be more adults reading the recently published books on this week’s list than teens. These books wrestle with all the big questions: identity, race, sexuality, war. We hope teens read ...
GoogleLitTrips Reading List's insight:

21 February 2014

I've seen many variations of the following idea attributed to Voltaire...


"Le mieux est l'ennemi du bien"

There are equally many disputes over its translation. Is it..

"Don’t let the perfect be the enemy of the good."

"The Best is the enemy of the Good."

"Good is often Good enough"

Good enough is not good enough"


So... what about YA Lit?

Good enough? Not good enough?


Does your attitude shift depending upon the student? Or is it as fixed as the grammar rules referenced in my previous two scoops today?


If we forget about "Literary Reading" just long enough to remember that storytelling's essential quality is its ability to engage reader interest. And, it is that engaged interest that positions readers to be receptive to the many levels of "literary value" that we've come to recognize as among the greatest values to be taken from encouraging our students to be readers.


It's an extremely delicate tightrope we must walk when faced with having to advise and encourage our students about reading.


I appreciate articles like this one that remind us that good can be really good; good need not be competitive with Shakespeare and the rest of the canon (modernized or not) in order to be "perfect" for the time and place and moment at hand for each individual student. 


And, if the good and really good are potentially perfect given the complex variables that every one of our students brings to our classrooms, perhaps the "perfect" may not be a good choice for every one of our students "at the moment" in their lives when we have determined that the best book to teach "all sophomores" is "_____ by _____"


Everyone of us knows that no book is the same book the second time around because every book is a Venn--like intersection between everything the book can be and everything the reader is ready to perceive.


Perhaps, it is worth considering that the "perfect" books may be "perfecter" at a different time in each readers life. Let's not assume that the pacing guides even have a clue as to when that might be.


I imagine a rubric that has not merely accepted some academic set of criteria, but also has a required criteria that somehow rated a book on its "I just couldn't put it down" quality. 


Oh, and lest it be misunderstood that I'm assuming the books mentioned in this article are "good" but by definition not classics-quality. I'm not saying that by any means. I haven't read a single one of the books. But, I do know that among the very best books in the canon (modernized or not) an incredibly overwhelming percentage of them were scorned by the literary elite upon their arrival.


What about this oddball idea?


Why not give students the opportunity to create reading assignments for us?


Yeah, I know. How in the heck could we pull that off?


Don't worry. It was a rhetorical question.



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brought to you by GLT Global ED an educational nonprofit




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You'll Never Use These Common Words Incorrectly Again

You'll Never Use These Common Words Incorrectly Again | Google Lit Trips: Reading About Reading |
If your grammar usage isn't the best, you're going to love this video by Glove and Boots.

There are lots of things you can learn from their lessons, because they're good at teaching in a fun and easy way.

Don't get too excited to start writing...
GoogleLitTrips Reading List's insight:

21 February 2014

Just for fun!

What if we turned our students loose (not lose) to (not too) express themselves (not theirselves) literally (not illiterately)?


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brought to you by GLT Global ED an educational nonprofit

Llandrillo Library's curator insight, February 24, 6:54 AM

For older children we think -  a very funny guide to proper grammar and they link it to social media media messages too.  So you can learn to talk proper like what we do. 

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A Periodic Table Of Storytelling Tropes

A Periodic Table Of Storytelling Tropes | Google Lit Trips: Reading About Reading |
You probably won't recognize these storytelling elements from creative writing class.
GoogleLitTrips Reading List's insight:

13 February 2014


This is very interesting! Designed to give an entirely fresh approach to creating a story from the elements of good story telling. It's default value is as a tool for writers. (I love the cross-curricular homage to chemistry!)


But, it occurred to me that it might also serve as a great tool for pressing literary analysis in classrooms via a sort of reverse engineering process in any variation of the following scenario. What if in small reading circles where 2-3 students were reading the same "free reading" title and in their small group discussions they "reverse engineer" the story. 


Might be not only amusing but quite engaging.


I'd probably create a color print out for each group and have them highlight the elements of their story, perhaps paste a copy of the book cover in the white space at the top and then hang it on the wall.


Wouldn't it be cool to see very different titles all with pictures of the associated book cover and the array of highlights.


I might even follow this after several completed projects with an exploration for which stories might be "genetically related."


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The Things Librarians Find in Books

The Things Librarians Find in Books | Google Lit Trips: Reading About Reading |
I don't want to remain untouched by a book. Why should the book want to remain untouched by me?
GoogleLitTrips Reading List's insight:

1 February 2014

Yeah! Yeah! We've all heard about "thinking outside the box," a phrase so overused that too many now proudly use the phrase as though the phrase itself was their own stroke of outside the box thinking  and apply it lavishing to their own collection of inane parrotings.


So, maybe I'm the first to suggest, probably not, that this article is actually a welcome and thought provoking alternate take on what books are about.


Here's the comment I left at the end of the article (Don't hate me)...


"Love it!  

My new mantra! Let's hear in for "Thinking inside the book!"


As a teacher I used to provide my students with packets of the smallest multi-colored post-its so the could "write in the book AND at the same time bookmark the passages of particular meaning to them. Then I'd tell them to either remove them after they'd written their final paper. I'd also encourage them to consider writing in the book and then "losing it." But, I'd  also remind them (encourage them) that they would not be allowed to march in the graduation ceremony if they hadn't paid for lost books.


And, when I pointed out that there might be a relevant lesson to learn about love in The Velveteen Rabbit, I always got several grins from kids who just seemed to have issues not losing their books until the day I collected books; and they always handed me an envelope with the exact change in it to cover their "irresponsible act,"  lower their eyes and say "sorry." Then they'd raise their eyes, smile and wink at me. And, I'd simply put on a stern face, say, "I hope you've learned your lesson," smile and wink back.


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Google Lit Trips NEWS!

Google Lit Trips NEWS! | Google Lit Trips: Reading About Reading |
GoogleLitTrips Reading List's insight:

30 January 2014

We're making changes at Google Lit Trips.


Same all volunteer crew. But, in light of our recent approval for nonprofit status, we're making some changes.


First, we're transitioning to a new look. You might notice that we've changed the home page to include our new catch phrase "Reading the WOR(L)D." Kind of clever when you notice the color scheme.


We're emphasizing the fact that Google Lit Trips is brought to you by GLT Global ED the official name of the nonprofit corporation.


You'll also notice that in addition to the Amazon Referral fees we get when people use any of the Amazon links on the site to do some shopping, we now have a DONATE button on several pages. And all donations will come with a receipt that documents a tax-deductible donation for state and federal income taxes in the United States.


And we're running through just about all of the existing Lit Trips to update and refresh them adding new media, adding links to report any broken links, and branding them with the new logo.


Just this month we've published updates to the Lit Trips for:

 • Pedro's Journey by Pam Conrad

 • Are We There Yet by Alison Lester

 • Sam Patch, Daredevil Jumper by Julie Cummins

 • Hana's Suitcase by Karen Levine

 • Marching for Freedom by Elizabeth Partridge.


 • If you didn't catch it, the long awaited refresh for Make Way for Ducklings by Robert McCloskey was published at the end of December.


And, we've published a brand new Lit Trip for The Diary of a Young Girl by Anne Frank.


We've also updated three of our most popular Step-Guides. These are the following:

"GLT Getting Started v4" designed for those new to the Google Lit Trips resources

"So How Do I Get Started v2" designed for those wanting some guidance on building Lit Trips

and "Basic Text Formatting v2" designed to share the basics of formatting text in the popup windows to enhance readability.<


We' have lots of plans including the development of individual Teachers Guides covering each Lit Trips entire content, suggestions for a variety of implementation strategies, Alignment guides for English Language Arts Common Core State Standards with attention to Reading Literature, Informational Reading, and Writing. As well as alignment guides for the International Society for Technology in Education Technology Standards for both teachers and students.


Oh there's more, but stay tuned!


And, remember we intend to stay true to our vision of making our resources free to educators and students. Though donations are not required, they are quite welcome. And we promise that 100% of donations will go towards the development of new resources AND that we'll continue to operate as a 100% volunteer organization for the forseeable future.



brought to you by GLT Global ED a 501c3 tax-exempt educational nonprofit.

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Google for Education

Google for Education | Google Lit Trips: Reading About Reading |

"We're excited to share the release of our new Google for Education Learning Center to support the training and professional development of teachers globally.  


GoogleLitTrips Reading List's insight:

28 January 2014


Today Google announced an entirely new "Google for Education" website, complete with extensive support for Google Apps tools, information about programs, lots of training resources, Stories and news specific to Google tools in Education.


Very proud to have discovered the image above from the Google Lit Trip for The Grapes of Wrath used to introduce one of the training videos in the  Google Maps for Education tutorials area.


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brought to you by GLT Global ED (dba Google Lit Trips) a 501c3 tax-exempt educational nonprofit

Ken Zimmerman's curator insight, January 29, 7:52 AM

Check out this new Google for Education resource page!

Bodil Hernesvold's curator insight, January 29, 10:32 AM

Ingen vei utenom Google, vel. Dette er noe jeg må se nærmere på hva

Carol Rine's curator insight, January 29, 1:20 PM

Google for Education Learning Center! And the magnificent Google LitTrips. #fetc #edtech #DIYLearning.

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Are E-Books Killing Reading For Fun?

Are E-Books Killing Reading For Fun? | Google Lit Trips: Reading About Reading |
Americans are reading differently than they used to.
GoogleLitTrips Reading List's insight:

25 January 2014


Generally speaking NPR is one of my "GO TO" resources for reliable  information about "anything." So when I saw this headline in my daily search for scoopable online content, I was intrigued. 


Though the PEW Research Center report referenced is a pretty serious and deep and somewhat encouraging report  (see: this six-minute audio seemed to cover the surface, but "failed to support the headline." It did not focus upon the implication of the headline that E-Books ARE killing reading for fun.


Actually, I'm trying to be a bit snarky here. The audio is worth listening to. It's the headline that bothers me. We all know that we often scan headlines looking for intriguing articles to read. Some do not create enough traction for us to consider reading, others get us to start but not finish reading, and still others get us to the article that is so intriguing that we read with attentive interest to the end.


This morning in my scan for articles, my eye was caught by several headlines and I began to wonder about headlines themselves.


A few examples, you can Google them all if any of the tiltes intrigue you...


BUT BEFORE you start Googling the titles, Try this.

1. Read the entire list of titles FIRST

2. Being mindful of your own initial reaction to the titles, review the titles and decide which you believe

 - will be articles promoting reading and which will be critical of reading.

 - which will support opinions you already hold and which will challenge your existing opinions

- which you will actually consider Googling so you can read them and which don't even create sufficient curiousity to read

- and finally (rhetorically) which will implant some sense that there really is evidence to support your opinions that you won't read but sub-consciously incorporate as proof that your opinion is justified by some authoritative expertise.


THEN read as you wish and when finished, which headlines planted biased opinions that might be dangerous if the article is not read at all or not read attentively. (Was the article WHETHER YOU AGREED WITH IT OR NOT reliant upon cherry-picking the evidence it relied upon for its conclusions? Did the article adequately address any counter-evidence WHETHER YOU AGREED WITH IT OR NOT?)


Well, as are all of my "commentary assignments" you may consider them only rhetorical. But, here's the list...



"Most American adults read a print book in the past year, even as e-reading continues to grow"

"Kids Aren't reading On Tablets"

"The Top 10 Books on Apple's iBooks"


"Book-crazy boy, 5, a budding literary critic"


"A brief guide to faking your way through literary classics when you haven't actually read them"

"Getting Rid of Books, Making Space for Life"

"Reading Books Is Fundamental"


"9 Video Games Based On Classic Literature"






"Why It's Important to Keep Reading Books By People Even If They're Monsters"


"Is American literature 'massively overrated"?


"Fla. Board of Ed weighs changes to Common Core"


"5 Questions To Evaluate Curriculum For Rigor"


"Holding Teachers Accountable For Decisions They Aren't Allowed to Make"


"The Peculiar Underworld of Rare-Book Thieves"




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by GLT GLobal ED (dba Google Lit Trips) a 501c3 tax-exempt educational non profit encouraging learners to "READ THE WOR(L)D"






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Marching for Freedom by Elizabeth Partridge

Marching for Freedom by Elizabeth Partridge | Google Lit Trips: Reading About Reading |
GoogleLitTrips Reading List's insight:

23 January 2014

Proud to announce an update to the Marching for Freedom Google Lit Trip. This was the first author collaboration ever in the Google Lit Trips project. 


For those exploring Black History and wanting to address Common Core State Standards for Informational Reading, this update includes many links to incredible background reading about the Civil Rights Movement and the march from Selma to Montgomery Alabama.


You can read an interesting article entiltled, "Google Lit Trips: Celebrating Martin Luther King jr, Day" at: ;


The artilce gives extensive attention to this particular Google Lit Trip.


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Google Lit Trips is the official fictitious business name for GLT Global ED, a 501c3 tax-exempt educational nonprofit

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Sweet Integrations

Sweet Integrations | Google Lit Trips: Reading About Reading |

"I used the Lit Trip Big Anthony: His Story so the students could visit the different places in Italy as Big Anthony struggled to find his Strega Nona. The students loved this activity. The students developed a more personal connection with the book."

GoogleLitTrips Reading List's insight:

14 January 2014


It's always so nice to see blog posts that endorse the Google Lit Trips project, particularly when they include references  to the student engagement.



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Google Lit Trips is a legal business name for GLT Global ED, a 501c3 tax-exempt educational nonprofit

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Is there a point in getting an English literature degree? What are the job prospects?

Is there a point in getting an English literature degree? What are the job prospects? | Google Lit Trips: Reading About Reading |
Answer (1 of 4): Studying at University level to gain a degree is not, contrary to the expectations of many in government, all about getting trained to do a job.
GoogleLitTrips Reading List's insight:

9 January 2014


Assuming you might be an English teacher, how would YOU respond to this question?

How do you think other members of your English Department would respond to this question?

And, how do you think members of your Math, Science, Art, Physical Education, History, and every other department on your campus might respond?


I didn't have an issue with the first question? Is there a point in getting an English literature degree? We all know that we need English majors to carry on the important and too often undervalued task of being the primary curricular area where students focus upon not only the scholarly side of literature, but also upon the civilizing influence that reading great literature can bring to the development of one's moral compass regardless of one's career pursuits. 


And, that leads me to my concern about the second question, proposed in headline as though it were a fair restatement of the first question. 


If the determination of whether or not an English literature degree is worthwhile based solely upon whether or not it positions one well for getting a job, then the implication is that if the answer to the second question is "not very good," then the answer to the first question must be "NO!" By suggesting that the only criteria for choosing a major is that major's job prospects, the implication is that other criteria ought  to be summarily dismissed. 


And to assume that pleasure or escape are the only other possible values of literature as a field of study is insulting (or should I say ignorant, short-sighted, naive, or perhaps proof that an informed AND ALSO CIVIL society depends much more upon the civilizing effects that literary themes address than we give it credit for?)


Without demeaning the importance of career preparation or information literacy where knowing right answers is profitable; montetarily or  otherwise, I would suggest that Literature more than is the case in most other curricular areas specializes in the equally profitable goal of encouraging students to know the right questions?


You know questions like, "Should I take this job offer with an incredible salary if it requires me to use my graphic artist skills to create advertisements for cigarette companies? Should I buy a Hummer for the wonderful testosterone rush and not worry about energy sustainability because, "Hey, I can afford the price of gas no matter how high it gets?"


The value of literary study has more to do with the questions for which there are no easy right or wrong answers.


If you were to respond to this article asking for your thoughts on whether or not there is a point to getting an English literature degree? (Forget the bias slant of the follow up question) what would you say? Which of the previous responses would you agree with? And, even more challenging, which of the responses that you are not fond of still provide you with reasons to pause and reconsider your own thougths?


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Google Lit Trips is the fictitious business name for GLT Global ED, a 501c3 tax-exempt educational nonprofit



Caperucita Feroz's curator insight, January 10, 5:44 AM

What do you think? Is it useful?

malek's comment, January 13, 8:57 AM least
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FRHS Lit Trips

students at FRHS use Google Lit Trips
GoogleLitTrips Reading List's insight:

7 January 2013


Always honored to see the extent to which the Google Lit Trips concepts are being used in classes.


I particularly like this one because it makes very clear connections between Google Lit Trips  and Common Core State Standards expectations.


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Google Lit Trips is the fictitious business name of GLT Global ED, a 501c3 tax-exempt educational nonprofit ~

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