This is a power point that will give you some background and knowledge about metafiction and other changes in the landscape of literature for children, tweens, and teens.

1. Changing Landscapes Literature and Literacy

2. Dr. Teri S. Lesesne Sam Houston State University Department of Library Science

3. Where is the material? www.slideshare.net/ProfessorNana And at my blog at LiveJournal ProfessorNana 3

4. Sparknotes for Goodnight Moon 4 Context America after the Great War was full of economic prosperity and social upheaval. Margaret Wise Brown, renowned children's book author, made it her life's goal to both comfort the youth of the era and expose the flaws of human advancement through her didactic work. In Goodnight Moon, Brown explores the relationship between a young bunny and his material possessions set against the backdrop of the Cold War. The book was met with critical and commercial success. Margaret Wise Brown's work, which has been translated into countless languages and has sold over 40 million copies, still resonates with children's librarians and counter-culture revolutionaries for its duality as good-natured poetry and allegory of human alienation.

5. Goodnight Moon 5 Plot Overview A bunny says goodnight to the moon and other things.

6. Goodnight Moon 6 Summary/Analysis The book opens as a young bunny prepares for sleep in his bedroom. The first half of Brown's magnum opus is entirely devoted to the contents of "the great green room." As symbolic items such as a "balloon" and a "telephone" are described, our protagonist bunny, oppressively tucked into bed, resists the confines of sleep. Brown gives particular attention to a large number of animals that populate the room: "two kittens with mittens" and a "little mouse." The room also contains a picture of a "cow jumping over a moon" and "bears on chairs." Here, Brown twists our preconceptions of settings—where the internal now is wild, but the external ("the moon" and "the stars") serene. The room full of raging wildlife mirrors the little bunny's desire to throw off his sheets and play.

7. Goodnight Moon 7 At the midpoint of her Homeric epic, an antagonist is revealed: "a quiet old lady whispering hush." The bunny, first enthralled by the items, now must face an authority figure desiring quiet in the wild. Succumbing to his Oedipal desire to please his maternal figure, the bunny starts to settle and go to bed. Then, in a process of self-actualization, the young bunny says goodnight to everything both in and out of the room. The climax is realized when the bunny says goodnight to the "old woman who says hush," thereby making his amends and completing his quixotic journey to rid himself of his surroundings. In the denouement, the bunny turns his attention to the outer world in ways not unlike Tom Joad in The Grapes of Wrath. At peace with the loss of his maternal authority figure, the young bunny says goodnight to the moon, whose presence loomed throughout the narrative.

8. Goodnight Moon 8 Possible Essay Questions 1) Analyze the scene in which the bunny says goodnight to the lighthouse in relationship with the rest of the book. Cite textual evidence whenever possible. 2) Compare and contrast Goodnight Moon with The Sun Also Rises. Whose sentences are simpler: Brown's or Hemingway's? 3) What have you said goodnight to? Analyze what that says about you. Try not to cry.

9. This is NOT the direction we want to see if literacy and literature are going to continue to evolve and change.

10. What I want to talk about today is not RIGOR (mortis) but CHALLENGE.

11. Where this all began…

12. Mashups Blur lines (genre crossing) Re-envision classic (themes) Re-imagine approaches (assessment)

13. The first dimensional shift has to do with literacy and how it is evolving. Literacy today involves not only text, but also image and screen literacy. The ability to "read" multimedia texts and to feel comfortable with new, multiple-media genres is decidedly nontrivial. GROWING UP DIGITAL John Seeley Brown

15. The developmental psychologist Jerome Bruner made a brilliant observation years ago when he said we can teach people about a subject matter like physics-its concepts, conceptual frameworks, its facts-and provide them with explicit knowledge of the field, but being a physicist involves a lot more than getting all the answers right at the end of each chapter. John Seeley Brown

16. Decoding vs. Reading

17. Likewise, we can provide kids with all of the tools and skills of reading but not transform them into readers. Becoming a reader takes more than skills. Me

18. "Above all, comprehension is the inner conversation that readers have with text." -- Steph Harvey

19. Why Be Concerned? Recent Research on Reading Common Core Texts Texas Data

20. Recent Survey Study 46% of kids responded that they would benefit from parents spending more time reading with and to them More than 50% of parents reported difficulty getting kids to read outside of school 20% of the kids reported hardly ever reading a book; 30% read only occasionally http://tinyurl.com/48mt4g5

21. Common Core Exemplars Avg. publication dates of Common Core exemplar texts: K-1 1963, 4-5 1937, 6-8 NF 1895, 9-10 1801, HS NF 1897. -- Daniels

25. Or this one…

26. And these…

42. Metafiction http://www.philnel.com/2010/09/04/more-metafiction/

43. Metafiction http://www.philnel.com/2010/09/04/more-metafiction/

45. Video Trailer for It’s a Book http://www.amazon.com/gp/mpd/permalink/m358EIEJ2K6MC1/ref=ent_fb_link

56. Interrupting Chicken Book Trailer http://www.youtube.com/watch?v=qQqd1DQUqNk&feature=youtu.be&a

57. Without losing the importance of “skills” and “college readiness” and all that jazz… Re-examining Texts

58. Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard

60. Is the author known to you, and if so, how does his (or her) reputation or credentials influence your perception of what you are about to read? If unknown, has an editor helped to situate the writer (by supplying brief biographical information, an assessment of the author’s work, concerns, and importance)?

61. How does the disposition or layout of a text prepare you for reading? Is the material broken into parts--subtopics, sections, or the like? Are there long and unbroken blocks of text or smaller paragraphs or “chunks” and what does this suggest? How might the layout guide your reading?

63. Applied to Changing Landscape layout conventions

65. Develop your own symbol system: asterisk a key idea, for example, or use an exclamation point for the surprising, absurd, bizarre . . .. Like your marginalia, your hieroglyphs can help you reconstruct the important observations that you made at an earlier time. And they will be indispensable when you return to a text later in the term, in search of a passage, an idea for a topic, or while preparing for an exam or project.

67. Annotating texts

69. Summarizing accomplishes something similar, but in sentence and paragraph form, and with the connections between ideas made explicit.

71. Applying it summarize summarize

72. Six Word Memoirs Become Six Word Teaser Book Reports

73. From Mr. See’s class @ Book’gosh Mystery Fantasy Werewolf Love School Fights

75. Repeated words, phrases, types of examples, or illustrations

77. Application repetition repetition

78. 5. Contextualize: After you’ve finished reading, put the reading in perspective. When was it written or where was it published? Do these factors change or otherwise affect how you view a piece? Also view it through the lens of your own experience. Your understanding of the words on the page and their significance is always shaped by what you have come to know and value from living in a particular time and place.

79. Some Examples from New Books Milieu OF the text Transaction with Text

80. Putting it in context

83. How does it contribute to the main concepts and themes of the course?

84. How does it compare (or contrast) to the ideas presented by texts that come before it? Does it continue a trend, shift direction, or expand the focus of previous readings?

94. Picture books that challenge readers A Starting Place

95. Skills and concepts Teachable Moments

99. Parody Must know what is being parodied

104. Perspective More than one way to tell the story

108. http://teacher.scholastic.com/products/tradebooks/videocenter/index.htm?bcpid=326025746001&bckey=AQ~~,AAAAAFv844g~,BASb5BU03X_snhKHxBqPjQh5fJeKd4Q2&bclid=326095584001&bctid=761250237001

112. Different literature demands differentassessments, too. Come to the Clouds!

113. Stories from the Cloud http://storiesfromthecloud.blogspot.com/p/about.html

114. Study Stack: Flash Cards http://www.studystack.com

115. What would flash cards be for…

116. Flash Cards

117. Other Alternatives Googlemaps—create maps and mark where events occur. Great for HF but can be used with other genres. Timetoast–create timelines. Good for bio and historical fiction Voicethread Animoto Prezi Wordle

118. Google Maps

119. Map it out!

120. Timetoast

121. WWI Timeline http://www.timetoast.com/timelines/15255

122. Voicethread Poe

123. Voicethread http://voicethread.com/community/library/7th_Grade_from_Amy_Cobb_2/

124. Voicethread

125. Animoto http://animoto.com/play/fb5sGbxNCazNwl8EKPUNLA

126. Book Trailers for All http://booktrailersforall.com/

127. Xtranormal http://www.xtranormal.com/makemovies/ Have Katniss meet Viola or Todd meet Peeta. How about Edward Cullen meets Vlad?

128. Prezi Here’s one for Canterbury Tales http://prezi.com/ays6pynvaqt3/ canterbury-tales/

129. Wordle

130. Steal It, Tweak It, Make It your Own Borrow ideas

141. One Bookfour hands Paul Hankins, Indiana High School Teacher

142. Premise and Process Older students select picture book to share with sibling, younger students After the shared reading the pair of readers create a project to reflect the book Consider what possible projects might arise from the following books.

147. Ugly book contest Suzanne Metcalfe, Alaskan Librarian

148. Premise and Process Students select books with ugly covers (see some of the following for examples). Students create new covers for the books. They can work individually or in groups. Covers are laminated and displayed next to the “ugly” ones. Classes can vote on favorites.

151. Final Poem to Consider