Slide presentation in session "Children's Literature: It's Critical" called "Responses to Risky Texts" by Harste, Vasquez, Albers, & Manning, LRA Conference, San Diego, 2012

1. Teaching Children’s Literature: It’s Critical
Responses to “Risky” Texts
Jerome C. Harste Vivian Vasquez
Andrew Manning Peggy Albers

2. Participants: 14 Elementary Teachers
(N=42) 19 Secondary Teachers
9 Administrators
Master’s Degree in Literacy
Teacher as Research
Critical Literacy
Multiple Ways of Knowing
2-Year Program

3. What are teacher concerns and reservations about using risky texts in their
classroom? What factors do they take into account when selecting children’s
literature for use in their classroom?
Given a better understanding of teacher concerns and reservations about
Using risky texts in their classroom, what are the implications for teacher preparation?

4. Three Questions: Three Books
Would you use this book in your classroom? If “No,” why not?
If ‘Yes,” how do you see using it?
What reservations or concerns, if any, do you have about using
this book in your classroom?
What factors do you take into account when selecting books for
use in your classroom?

10. Woolvs in the Sitee:ˆHow participants thought they might use this book in
their classrooms:
Use it to explore words as tools
Have kids edit the spelling and grammar in the book (“Let’s correct it!”)
Call attention to the fact that the author uses first person to express his
ideas and opinions
Use the misspellings to help students understand voice in text
Use it to explore voice – difference between how you speak and how you write
Use it to discuss authentic language
Teach an art lesson
Use it to teach art – mood evoked through color
Use it to study the relationship between ‘abstract text’ and ‘abstract art’
Use it to talk about how images further the meaning of a text
Use it to encourage visualization (dramatize moods/darkness)
Discuss point of view
Use the book to develop inferencing skills – What do wolves represent?
Why don’t they have water? Where is his family?
Use it to teach main idea (stated evidence) and inferencing
Look for metaphors and descriptive language: What do the wolves represent?
Use open-ended questions: What do you think is the author’s message? Use evidence
from the text to support your ideas

11. Continued: Woolvs in the Sitee:ˆHow participants thought they might use this book in
their classrooms:
Use the book to discuss social issues and to build emotional bridges and understanding
Explore the relationship between the boy and neighbor; social issues
Talk about how the book gives hope – boy goes out at the end; he begins to reflect
on past, talk about repressed memories
Help students connect the story to their own lived experiences: How does the story
relate to your experiences living in the city?
.Focus on self-esteem, independence, maturity, social support networks for children
Identify the big ideas: Mental illness, Thugs, Lack of Family Support, Lack of Resources
Use it to demonstrate compassion – Mrs. Radinski
Use it to teach about bullying and its effects on individuals
Use it to talk about loss, depression, wolves
Use it to talk about resurrection – a new life
Discuss who gets to determine why a book can be written with obvious
spelling and grammar issues
Discuss why the book is written in a chaotic fashion
Talk about the relationship between language and culture – cultural literacy/
situated literacy

12. Would you use this book in your classroom? If “No,” why not?
If ‘Yes,” how do you see using it.
Elementary:No
Death, Duck, & A Tulip: 82% (Maybe: !0%) Probably Means 92%
I Am Thomas: 64% (Maybe: 7%) Probably Means 71%
Woolvs in the Sitee: 52% (Maybe: 41%) Probably Means 93%
Intermediate/Secondary:No
Death, Duck, & A Tulip: 3% (Maybe: 6%) Probably Means 9%
I Am Thomas: 0% (Maybe: 0%)
Woolvs in the Sitee: 26% (Maybe: 20%) Probably Means 46%
Administrators/Staff Support:No
Death, Duck, & A Tulip: 0% (Maybe: 11%) Probably Means 11%
I Am Thomas: 0% (Maybe: 0%)
Woolvs in the Sitee: 62% (Maybe: 0%) Probably Means 62%

13. What reservations or concerns, if any, do you
have about using this book in your classroom?
(76 identified)
Psychological Concerns 52
--readiness to discuss topic
--sensitivity of topic
--emotional impact
Parental Concerns 31
--topic best handled at home
--inappropriate for school
Educational Concerns 21
--lack of administrative support
--not comfortable handling topic myself
--can topic be explored openly
Religious Concerns 12
--doesn’t match the church’s stance
8 participants had no concerns

14. Reading and Rereading Responses Resulted in 9 Categories:
Is the book age-appropriate?
Would students in my class find this book interesting?
Would this book promote in-depth student engagement?
Is there a curricular tie-in?
Am I comfortable handling a discussion around this topic?
Would my students find the illustrations engaging?
Does this book have literary merit?
Would this book support students in taking on a critical stance?
Other (Personal taste, access, fun, etc…)

15. Book Selection Criteria in Order of Importance (N=40)
Elementary Teachers:
Would the book promote in-depth student engagement? (13/14)
Would the students in my class find this book interesting? (12/14)
Is the book age-appropriate? (10/14)
Would the book support students in taking on a critical stance? (5/14)
Secondary Teachers:
Would the book promote in-depth student engagement? (17/19
Would the students in my class find this book interesting? (17/19)
Would the book support students in taking on a critical stance? (11/19)
Is the book age-appropriate? (9/19)
Administrators:
Would the book promote in-depth student engagement? (7/9)
Would the book support students in taking on a critical stance? (5/9)
Would the student in my class find this book interesting? (4/9)

16. Age-appropriate Elaborations by Elementary Teachers:
“Is it meaningful/relevant for Grade 3 kids?” (Rebekah, Grade 3 Teacher)
“I think I need to be aware of my children’s ages in picking books. I find there
are topics that are too mature for my students and I feel they wouldn’t get
anything out of it. I wouldn’t get the discussions.” (Amy, Grade 2 Teacher)
“Could I read this to my students and could they take meaning from it?” (Dawn,
Grade 3 Teacher)
“This is the primary concern I have when choosing texts and content for my
youngsters. I always consider this. This is my first year teaching kinders; I’m
very conscious of my choices.” (Diana, JK/SK Teacher)
“The subject must be appropriate – it’s not about ‘level.’ (Claire, Grade 2 Teacher)
“*Age-appropriate+ for the issues they can handle.” (Julie, Grade 3 Teacher)
“Is it a topic that students are developmentally able to work with?” (Megan,
Grade 1 Teacher)
“Content (maturity level required), level of vocabulary, topic, what kinds of
prior experience are necessary for students to make meaning of the text 
make connections.” (Meghan, Grade 3 Teacher)

17. Concerns:
“Some parents would not feel comfortable with this. I had a parent call this
past week about a story that a child was reading “Losing Grandpa.” They
wanted it pulled.” (Amy, Grade 2 Teacher)
“I think it may be difficult for some of my students to make connections
that are needed for comprehension.” (Roseanne, ESL Teacher)
“8-year-olds are not mature enough to process /fully understand what
is taking place in the book.” (Rebekah, Grade 3 Teacher)
“My students attention span is no longer than 10 minutes; the book
would be too long. Just not right. (Diana, Kindergarten Teacher)
“It seems too vague and I am struggling with how it can connect with
my students.” (Anita, Special Education Teacher)

18. Concerns
“How do you explain to parents why you are using a book with grammar and
spelling mistakes, when you are, at the same time, teaching correct spelling
and grammar.” (Christine, Teacher-Librarian, JK-Grade 8)
“Not written in proper grammatical form/spelling.” (Lucy, Grade 7 Teacher)
Scary – “shadows prowling against pavement”-Is there mental illness?” “Are
children ready to discuss mental illness/concerns (developmentally, socially)?”
(Pat, Junior High Teacher)
“I don’t feel equipped to deal in mental disorders/paranoia,” (Lisa, 11-12 High School
Teacher)
“Doesn’t seem like a positive story.” (Lisa, 11-12 High School Teacher)
“I’m not to sure how to present its content (I don’t know exactly the message
because it is very vague.) (Josie, Grade 8 Teacher)
“Positioning it as a published piece.” (Paul, Resource Teacher/Teacher
Representative for Board on Library Policy)

19. Interesting Comments:
“Reads as being written by an adult pretending to be a speaker from a
different discourse/social culture” (Meghan, Grade 3 Teacher)
“Some *parents+ will probably complain, but those will always complain
about something.” (Nicole, Core Resource Teacher)
*You should+ “know, at this present moment, we’ve had
students cutting themselves. I would have to really question when
is a good time. (Roberta, Reading Recovery/Literacy Leader)
“Also important to me is whether or not the book fits with Catholic values
or stirs up controversial issues.” (Adam, Grade 8 Teacher)

20. Things to Talk About:
Age-Appropriate – seems like a reasonable concern, but can be
the home of a scoundrel. (ALA reports that teachers are the
biggest censors of books)
Parents – In past research I have done, this is one of many
teachers’ major concern for not implementing change.
Protect the Innocence of Children – This attitude can really
hinder opening up much needed conversations
Literature as Positive – We have inadvertently taught teachers
that literature addresses should be enjoyable
and entertaining.
Not knowing how to talk about important issues.
Books are social. Importance of text sets.

21. Reflective Comment on Response Paper
“And now, a few words onRisky Texts. I am wondering
if the risk in these texts might be mitigated somewhat if we don’t
presume that the only authority or perspective on the topic is that
presented by the author. It seems to me that if we make a commitment
to offer, welcome and intentionally provoke multiple perspectives
in our classrooms, then we have to worry less about risky texts.
If students are compelled and know how to question texts,
each other, the teacher and themselves, then I think the risk is reduced.
I think that we get into trouble when we allow anyone,
including ourselves or a text to use our classrooms as a place to
promote one ideology.” (Nicola, Resource Teacher)