Lisa Cline-Ransome's Talk

Today we met and listened to a famous author, Lisa Cline-Ransome. She is a lovely lady and was kind to take the time to speak with us. Lisa wrote the biography picture book "Words Set Me Free" which is loved and inspiring to many. She did not want to write books, but instead a investigative journalist.  However, Lisa found love in writing children's books as her husband illustrates them. Although her family may not

In her life she continues reading for information and inspiration. Lisa has a blog for fun to keep herself writing with freedom. When she decides to write any story, Lisa does research and collect notes. She drafts several times before this author is pleased with her work. After all the writing, typing of a manuscript comes into play to send to an editor. Breaking of paragraph for pages are done here as well. IT is not until 2 to 3 years after delivering the final draft to the editor does the illustrator, her husband receive the piece to draw. At first he take pictures of scenes by using family member to inspire his art.

Prior to her speech and our conversations, the class had the assignment to read the book "Words Set Me Free," which was an inspiring biographical picture book about Fredrick Douglas. This great story depicts about how Fredrick Douglas learned to read and write. It was a struggle as he was forced to learn independently and find discrete methods of utilizing lessons to progress through education. Fredrick eventually used those learned words to set his mind and body free from the burdens of his past. Lisa stated that this was her easiest and enjoyable book she has created. This can be read by the words presented within the story as in many of her books shared with all.

Recognizing "Problematic Books"

Today during class we had Dr. Gangi visit our class and present various "problematic books" that are presented to children even still today. She discussed racism, bias, offensive genre, and more discriminating stories. We found most books were racist toward dark colored people and countries outside of Europe. Plots using  negative emotions, cannibalism, undesired portrays, and more toward lower economic countries. Also, many of the stories were sexist again women by depicting them as house workers and lacking knowledge. Although many of us know this is not the case few may believe it to be true due to our backgrounds and thus children have the potential of following that pattern.

Us as teachers must demonstrate various ways of thinking and encourage our students to avoid such thoughts. I believe making students aware of these problematic books early and discussing them could be potential for future corrections and understandings. Dr. Gangi provided proof of this through having our class do a reading theater, where we read fifth graders' responses to her discussion with them on such literature. The students were surprisingly insightful and knowledgeable on the situations. The students noted the racism, offensive wordings, incorrect facts, and more that made them upset. Many said that the books needed to be corrected or newer and better books should be created with proper ideas and facts. This demonstrates the potential for the future and the benefit of sharing and discussing these "Problematic Books" for corrections.

Once upon a time, when I was a child my father used to read to my brother and I every night. He would read fairy tales, adventure, and mystery stories for us. The most memorable and frequently read story was Bony-Legs by Joanne Cole. My father would change his voice for each character and you swear he was the witch. To this day he is still able to sound like the creepy, old, nasty woman and it amazes me. This book and his abilities, I believe, was when I truly became infatuated with reading.

During my school career I continued to read for pleasure and never truly drifted from the paranormal and fantasy genres. During middle school and high school years, teachers grew impatient with my resistance for their nonfictional and occasional reality or history fiction because I would be bored and confused by them. Throughout my school career textbooks, nonfiction, historical fiction, reality fiction, ect. has been difficult for me to read and process for understanding. Many times, I would feel as if my brain would truly shut down when such readings were given. Even so I continued to try throughout my middle school years and the some of high school. Although I would get decent grades, I felt they came more from the discussions in class then the readings at home. Therefore, by the time college began I would refuse to read such texts and assignments looking for other methods to complete tasks.

Grades continue to to be fair as my methods of cliff notes and discussions helped me complete class assignments. However the difficulty of understanding textbook and assigned readings remains. I learned that this is due to being a kinesthetic learner and not a visual learner which is why discussions help me comprehend more and my mind is not “blocked” with confusion. I become actively part in the practice or story. I still read for pleasure and vocabulary thus enjoying it greatly and with that joy stories provide my brain stimuli and engagement to continue.