Showing posts with label book rooms. Show all posts
Showing posts with label book rooms. Show all posts

Saturday, July 11, 2009

Little Cricket by Jackie Brown

Little Cricket won one of the first Paul Zindel First Novel Awards, created by Hyperion Books to promote "stories that reflect the ethnic and cultural diversity of our country" (jacket flap). I'm pleased that such an award exists and I might have similarly awarded this first attempt were it not for the award specifically honoring stories of ethnic and cultural diversity. This story of a young Hmong girl and her family's emigration from Laos during the Vietnam War follows their culture shock and struggles in 1970s Minnesota. Basically, a great first attempt at a novel, but not the cultural content. (This analysis is of the ARC.)

Kia, her artistic older brother Xigi, parents and grandparents all lived in the same village, farming and peacefully coexisting until the communists came and forced most of their village's men, Kia's father included, into the military. Soon, the rest of Kia's family find a way to Thailand where they live as refugees until Kia, Xigi and their grandfather emigrate to America. A typo leaves their mother and grandmother behind for now.

Once in America, they are confused and surprised by everything. Apparently they're too ashamed to ask how to make the lights go off or how to regulate the temperature, so they freeze at night with the lights on. This is one of the first things I don't buy. Maybe I don't understand severe culture shock or the residual fear of being a refugee, but these first few "intro to America" incidents make Kia and her family look foolish. In fact, while still in the refugee camp, Kia was confused that sick people were not going to her grandfather, a shaman, and instead seeing the American doctor. Her mother tells her, "If the Americans see our people going to see a shaman instead of one of their doctors, they may not take us to America. They do not understand our ways. They think our beliefs are foolish. We must pretend to be as they are so they will accept us." Maybe this is true or was true. Maybe I've lived too long in a trying-to-be-color-blind society that I forget how far we've come, but this seems much too didactic a message for so early in the story. And by message I mean the message for me, the white reader, who hears this Hmong mother tell her daughter I think she's foolish and that they need to pretend to be like me so I'll accept them, wherein I resolve to never again make someone feel like that. That message isn't for a Hmong reader wondering if she's in this book. I don't know. Maybe it's a message a Hmong reader will resonate with with her own experiences of discrimination.

There are also too many stereotyped situations for these new immigrants fumbling their way around. There is the church that keeps pushing the grandfather to take English classes and the wise, old grandfather refuses, preferring to stick with the old ways. "If you can't speak English, life will be difficult and no one will hire you." Ouch. Thanks. There are the "American" clothes that they are uncomfortable to start wearing. There is Xigi, the teenager, eager to shed his Hmong identity and revered artistry instead preferring to run away all hours of the day with his new American friends. There is the "high-heeled" woman that visibly distances herself from Kia and her grandfather at the bus stop. There are the two pretty blond girls, Kia and her grandfather's "competition" at the farmer's market, that shun them. There's the whole farmer's market that shuns Kia and her grandfather's vegetable table because "they're different." I mean, really? Am I that clueless about how different the 1970s were or does this all seem like forced discriminatory incidences for the purpose of the moral of the story.

Speaking of the moral of the story...there seem to be a few lessons here. There are a few times where Kia and her grandfather are offered help and they refuse because they will make it on their own, besides they don't have anything to offer in return. Xigi has also completely ditched the family and doesn't participate at all. And then, of course, they all feel like outsiders. These three directions come to a head in one or two climactic events. Warning - spoilers. When Kia and her grandfather go the first day to sell their vegetables, they load up with their produce, a white tablecloth from the quirky neighbor (that Kia reluctantly accepted) but they have no luck. Grandfather falls sick, but Kia is determined to go and try again. This time after she sets up shop a loud, expensive-looking woman comes to her table exclaiming how glad she is that Kia is there and that "chef" would die if she didn't get all their vegetables from Kia, and then she proceeded to buy almost the whole table. She totally put on a show, a fake show as it was Kia's quirky neighbor, so that the surrounding shunners would be enticed to now buy from Kia. Which they did. White woman saves the day and Kia's lesson was to be grateful for help from strangers, that not all foreigners are bad. What?! Disappointing.

Xigi, it turns out, was good at gambling rooster fights as a refugee in Thailand and thought he could make a go of his luck at poker in America. This 11-year-old (!) got himself a grocery delivery job to get money for bets and to pay off debts. He actually stole the money Kia had made selling vegetables, and when Xigi's whole story unravels one day, he suddenly is very open and honest and remorseful. He and grandfather make up, go speak with the shop owner, get his job back, and all is well. It's just not believable.

There were parts of this novel that I enjoyed and that started to get good for me. One redeeming aspect I found, which intrigues me enough to read another novel by this author, was her third person voice. The third person voice in this novel is almost first-person from the protagonist's voice. I found myself so wrapped up in Kia's head and thoughts that I forgot she wasn't the one telling the story. I liked that style. I also liked the sideline of the quirky neighbor, Hank (Henriettea) and her dwarf/little person son, Sam. It was an interesting aspect of "being different" that didn't feel forced and felt like a natural learning for Kia. I even liked where I think the author was trying to go with Sam's mom: "Nobody was going to tell me my kid wasn't perfect. I thought I coule make him perfect by just pretending that he was. Except I couldn't...By the time I realized that I couldn't make him perfect, Sam was so used to my making excuses for the way he looked he never even got a chance to like himself. He was convinced I didn't want him the way he was." That's hard insight for a mom.

Some other great sections of this book are the Author's Note, Hmong Pronunciation Guide and Suggested Further Reading at the back of the book. Clearly the novel was researched and the author was passionate about her topic; it just didn't translate as well into fiction as it needed to. I just think this novel bit off more than it could chew, unfortunately.

Tuesday, May 15, 2007

The Lion, the Witch and the Book Room

LM_NET Top Ten is coming up next. I know you're sitting on the edge of your seats, but I wanted to devote a little more than a bullet point to one thread: Book Rooms and Literacy Coaches

This thread started as a vent of sorts about Literacy Coaches, book rooms and the difference in collaboration between them and teacher librarians. What seems like a doubling of resources - books in a room available for check out and teachers hired to connect students to improved reading development - is eliciting mixed feelings.

On one side are librarians that have felt left out of literacy efforts as classroom teachers use the multiple copies available for literature circles and book club group discussions. Less than accurate cataloguing was another frustration. But what seems to be the biggest concern is the separate funding for the creation and maintainence of book rooms while libraries typically remain underfunded. Just because someone comes back from a conference excited with a new, gimmicky (some might say) idea we should neglect the library?

The other side is not so much the book-rooms-are-great side, but rather book rooms are misused. It seemes perfectly summed up by a few Netters who posted asking for clarification of what is a book room and who is a literacy coach. The lack of information power is what's truly going to frustrate matters more. A book room, as it is meant to function, is a teacher resource to aid in reading development. Rooms are stocked with leveled readers with highly controlled vocabulary and sentence structure (The Wright Group is a popular example) to be checked out and used specifically for guided reading groups or for reading assessments (DRA, Fountas & Pinnell, etc.). Also stocked may be multiple copies of chapter books and trade novels to be checked out and used for literature circles, book club group discussions or Reading and Writing Workshops for upper grades. This is where the Literacy Coach (and some of the librarians' frustrations) come in.

When I began my M.Ed. coursework 30 semester hours ago, I was in the Reading Education program to become a Reading Specialist. I vividly remember a table in a textbook showing a continuum of variations of terms and job descriptions of a Reading Specialist, including Literacy Coach - much like school librarian, information specialist, teacher librarian ... you get the picture. Literacy Coaches/Reading Specialists are specially trained in assessing and diagnosing literacy development skills and then designing and implementing reading improvement programs. A good distinction here, and why it's not really a doubling of resources, is pleasure reading and research versus short vowel sounds and word families. Librarians are not asked to take running records and generate miscue analyses. Another way to think of it might be Literacy Coaches/Reading Specialists help students learn to read so that Teacher Librarians can help students read to learn. The two roles are invaluable to one another.

I am not a Reading Specialist and actually switched my degree to Curriculum and Instructional Leadership (did I mention I graduated Friday?!). Regardless, the most important concept I have learned in the last year is "balanced literacy." And it's come to mean so much more than a happy medium between whole language and phonics. It's symbolic for working toward the best fit. Many Netters wrote about how they strive to be very involved and hands-on with the book rooms and Literacy Coaches because, really, isn't it all part of the bigger literacy picture?

"I believe that change is inherently difficult for many people, but that one's
attitude and choices about the change is what gets one through it and often
preserves one's sanity!" -Lucretia Miller, School Librarian, Jacksonville, FL


What we do have a responsibility toward is doublechecking. Is everyone clear about how Literacy Coaches and Teacher Librarians can collaborate? Is everyone clear how to work together in maintaining the book room and for what purposes? Is a Book Room a best fit for your school? If we all sat down and talked together, what resources might we learn are already available in the library and classrooms?

"Until administrators and teachers have a better understanding of WHAT a library
is and WHAT a librarian can do, these types of situations which undermind the
library program and its budget will continue." -Shonda Brisco, MLIS Library
Media Specialist / Technologist / Columnist Fort Worth, Texas


As much as there was confusion about the existence of Literacy Coaches and Book Rooms, we need to make sure the seemingly universal role of Librarian is also not misunderstood, or rather, underestimated.

I feel like holding hands and singing.