Readings during 2018
1) Saundra Yancy McGuire with Stephanie McGuire (2015). Teach Students how to Learn. Sterling, Virgina: Stylus.
Book selected for the pedagogy reading group’s meeting in January 2018. Good primer recognizing mindset, learning styles, Bloom’s taxonomy, metacognition, and some neurophysiology. Interesting discussion of the Absent Professor program with the Center for Academic Success at LSU and the effects of a 50-minute intervention on learning and support from a learning center. Assumes that students are studying for tests – not yet into project-based learning, personalized learning, student-managed learning, and collaborative learning service. Read on Wednesday, January 3, 2018.
2) Schwartz, Howard (selected and retold) (1988). Lilith’s Cave: Jewish Tales of the Supernatural. New York: Oxford University Press.
Tales from Eastern Europe, Tunisia, Persia, Germany, Iraqi Kurdistan, Ethiopia, … about Queen of Sheba, vanishing brides and bridegrooms, haunted rivers and mikvot, apprentices, magical rabbis, … Took a long time to read, finished on March 12, 2018.
3) Breton, Mary Joy (1998). Women pioneers for the environment. Boston: Northeastern University Press.
We borrowed this text of biographies of women leaders in the ecological movement and science in recognition of the role played by Marjory Stoneman Douglas in this history.
4) Anne Farlow, Joel Lang, and Jennifer Frank of The Hartford Courant (2005). Complicity: How the North Promoted, Prolonged, and Profited from Slavery. New York: Ballantine Books.
Read in preparation for a discussion at an adult education session at Temple Emmanuel in Waterford, this book relates the interconnections between the states over the political and economic benefits from slavery that built the nation. Both the North and the South were complicit in benefiting from slavery and share the guilt that still haunts this nation.
5) Ruth Almog, Aharon Appelfeld, David Grossman, Yehudit Hendel, Yaahov Shabtai, and Benjamin Tammuz. Six Israeli Novellas. Boston: Verba Mundi.
Novellas of love and loss, isolation, and reflections on the social history of Israel. Some reflect the Israeli condition – Army soldiers in a mountain guard post in the Sinai, stamp collectors who were damaged by the Holocaust; … Others reflect relationships that might be independent of setting. Returned to synagogue library on 6/10/18.
6) Joscon, Korina M. (2018). Youth Media Matters: Participatory Cultures and Literacies in Education. Minneapolis: University of Minnesota Press.
Professor Jocson (University of Massachusetts Amherst) builds “on ecological and geospatial perspectives to deepen our understanding of youth media within participatory cultures”. The text is founded on research on critical solidarity, multimodality in communication, critical ethnography, participatory politics, place-based education, and translocal assemblage. Media tools include iMovie and QuickTime video files, Final Cut Pro, broadcast television, digital story-telling, class blogs, video chatting, e-books, PowerPoint, and Prezi slides. Drawing from case studies of youth (ages 15-24) media developed on multicultural family history within an East Oakland, California high school; spoken word movement video projects in the San Francisco area; Career and Technical Education multimedia communications in St. Louis, Missouri; and a new media literacies class at a research university, the author concludes that media may serve as a tool for redesigning curriculum and networked publics. The author calls for more study and applications of critical media ethnography and digitality and visuality in learning and teaching. A suggestion – one might also consider the role of global connections in classrooms throughout the world using such tools as Mystery Skype and participation in Global Collaboration Weeks as experiences to build participatory cultures internationally. Reviewed on 7/8/18.