Collins and Halverson’s article looks at the importance of technology in reforming education from the current model based on traditional themes. Changes that include technology based in equity, customized to student’s abilities, interests and goals with access to peer networks yet self-guided and self-regulated can expand options that help students succeed with the support of school leaders and teachers who also understand learning technologies. Degand’s article also looks at the importance of digital media in the classroom but focuses on culturally relevant media production. Degand argues that culturally relevant media arts be integrated in K-12 education and that students be taught as critical observers and creators, understanding the social influence and implications represented in the content of the work. Creative experiences based in digital media arts builds on traditional art forms and expands learning opportunities. McNicol’s writing discusses the censorship of Persepolis from a 7th grade class. Persepolis is a graphic novel that portrays the early life of an Iranian girl during and after the Islamic revolution. McNicol demonstrates the unappreciated complexities of comic books and how interpretations vary. Textual and visual literacy skills are necessary to make sense of graphic stories, as well as understanding the context, including culture and politics. Stories like Persepolis are valuable instruction material for classrooms with appropriate supporting material from teachers. Administrators should understand the material as well to avoid unjustified censorship. Gaiman’s article illustrates the importance of reading and how fiction develops creativity and empathy, both which are valuable attributes in life. Libraries are valuable free resources for information, community and safety. Gaiman also emphasizes how our imagination can help change things for the better, which can develop through reading. The video of Walter Dean Meyers also expresses the importance of reading books. Meyers is an established author and advocate for learning to read. He expresses the necessity of literacy in order to survive in society. The Room of Requirement podcast is three different stories that situates the library as unexpected spaces for family connection, unpublished books and a safe space for children and families. The first story shows how a library on the border of US and Canada provides an important place for family members in the US and Iran (who travel to Canada), who would otherwise not be able to see each other, can meet briefly in the library. The second story is about a man’s connection to a fictional story about a library for unpublished books and following his desire to build that library. The last story demonstrates the connection a child formed with a librarian during a period of her families struggles, and how that connection impacted her life.
The Gaiman article reminded me of how I developed my love of reading. Similar to what was described in the article, I did not like to read books I was forced to read. From all the books I was required to read during K-12 I don’t recall enjoying any of them nor do the names or subjects of them stand out in my memory. It was when I had the opportunity to choose books on my own that I learned to enjoy reading. I gained an appreciation for fiction early in childhood and throughout my school years. I also remember many of the books I read voluntarily. In one of my high school English classes we did a project where we could choose any subject to read about and I can vividly remember that topic I chose, the Porsche 959. Collins and Halverson’s article also touches on this aspect of learning. When we are interested in the topic we are more engaged. I was very engaged in that project which involved research, reading and writing. My interest made it easy to learn and write about.
Should school administrators be allowed to censor books? Who should determine what reading material is appropriate to read in the classroom and for each grade level?
Sylvia's blog 
Hi Sylvia,
I really enjoyed reading your article. I can really relate to your experience of reading in K-12 of how being forced to read books I didn’t like really drew me away from reading altogether. I have also gained an appreciation for reading because of certain types of literature, like manga. In regards to your question, I do think that school administrators should have the authority to censor some books, but it has to be justifiable. There has to be some sort of vote that includes not only the school administrators, but also teachers, parents, and possibly students. This may sound like a rigorous process, but it should be because if everything passes, then it means that the piece of literature in question did deserve to be censored. Having the power to censor a book so easily deprives students of learning opportunities and puts freedom of expression into question.
Best,
Tony
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Hello Sylvia,
I enjoyed viewing the readings through your lens. I, too, can relate when you talk about being forced into reading at an early age, not being able to explore my creativity because I was forced to read things I did not like. I have also noticed that I have learned so much during my time here at UC Davis because I am engaged in my learning because I genuinely ENJOY the topics I am being taught. Great response!!
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On the topic of censoring books, if I had to choose a side, I would be against it. Books should reflect the real world not just what they want the world to be. Especially with how accessible the internet is today, a child could easily find things that would definitely be considered inappropriate for their age. Not to say we should be allowing 8 year olds to read about violence and murder, but I don’t see why we can’t expose them to things like poverty or discrimination. When we expose the things to children they are able to learn from these experiences. If they can relate, then it allows them to feel recognized like what Myers talks about, and if they cannot then it opens them up to new world views. As to who should decide what kids should read, I don’t know, but there should always be the option to read there.
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Hi Sylvia, I’d like to share that after reading Gaiman’s article, my interest in reading has developed and I felt the same way that you did when I was in K-12 about not being able to choose the content I was reading!
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