Be the change, books, kids, Reading, Reading Identity

A High Five For All Of Us

I’m on the road again. February seems to have been a long list of travel. Of packing up the suitcase and saying goodbye to those at home, to the kids in my classroom. Sometimes that is the reality of what I do. It is hard, but worth it.

This week has been one filled with the worry that you get when one of your own children is sick. When they are up for hours at night with a fever so high you think your thermometer is broken as you call the doctor in the middle of the night. Sleep deprivation and the end of February in Wisconsin is a bundle not for the weak.

So I packed a book for my flight tonight, after all, the stack of to-be-reads is overflowing. A new book by my friend, Phil Bildner, that even though it definitely was about baseball and I still don’t understand baseball despite my 21 years in America, looked like it would offer me a world that I could sit in for a while and forget about the now two sick children at home, nestled securely in the care of my husband.

And I read, and then I finished the last page, and then tears came, because this book, A High Five for Glenn Burke, is yet another book we have so desperately needed. That our students so desperately need. They they deserve. That I fear will be ghosted by some educators or school districts because it is about a boy who loves baseball above everything else but is also finding the courage to share what he has known for while; that he is gay and he worries how the world will handle his truth and his heart as he bares it all. And this book is written for our middle grade kids. The kids that so often do not get to see themselves represented in our books because a long time ago someone deemed that anything that has to do with sexual identity or gender is “too mature” for ten-year-olds or younger.

I had tears for the kids who tell me their parents don’t understand. And I worry for the kids who tell me that their libraries don’t carry these books because they go against their “values.” And I get angry at the adults who stand in the way on purpose of these books being placed in the hands of children. Children who so deserve to be seen and heard and loved and protected because the world is already cruel enough.

So I write this post to not just highlight the incredible masterpiece that is Phil Bildner’s new book, but for us, the adults, in the lives of these children to understand just how much it matters for our kids to be seen. How much they hope to be represented in our libraries, in our classrooms, in our curriculum, in our teaching staff. That some kids don’t get to be accepted at home so they hope that school is the place where they will be. That some kids face hatred before they come into our rooms and hope that with us they will be accepted for whoever they are, wherever they are on their journey. And they hope but it doesn’t always happen and soon they learn to hide that part of themselves, because it is safer to live half-hidden than be known for all that they are.

So we can say that we value all kids. That our school strives for success for all. That we have high expectations and support for all. But it is a lie when we gatekeep our libraries. When we don’t ban outright but simply never purchase. When we shield ourselves behind doctrines that do not follow one of the biggest doctrines of them all; love others as you love yourself.

Sometimes love comes in the words that we share. Sometimes in the treats. The smiles. The opportunities that we provide after we plan lessons long past our bedtime. But love also comes in the books that we place on our shelves. The ones we talk about. The ones we make a part of our curriculum and ask all of the kids to read, to hear, so that they too can know about each other and so that every child, no matter who they are, will know that with you they are safe because you showed them a book that was about them.

Because your actions will always speak louder than your words.

You should buy, read, and share Phil Bildner’s A High Five for Glenn Burke and many more LGBTQIA+ books, it’s the least we can do.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. 

Be the change, books, global read aloud, Literacy, Passionate Readers, Reading Identity

Auditing Your Read Aloud – A Whole School Conversation

In 2010, I created a project called The Global Read Aloud, for the past 11 years I have been the driving force behind this global literacy initiative. For 11 years, I have asked educators to recommend books for us to read aloud on a global scale. To suggest books they feel would make for an incredible connection around the world. That will inspire students to learn more about others. That will inspire students to learn more about themselves. That will generate connections that maybe were not possible before.

You could say that for the past 11 years, I have seemingly had a front row seat to the most recommended read aloud books in America. And I am here to tell you something; they are almost all by White authors featuring White kids.

Probably not a shock to many, but still something to sit with for all.

I used to not notice. That’s what happens when White privileges blinds you to seemingly obvious things. I would gladly go with the suggestions not thinking about skin color or ethnic heritage as the read alouds were selected. Not thinking past the book and into the life off the author, after all, a read aloud is separate from the person who creates it, right? And these books were great. These books would generate conversations. These books had merit. These books had endured and would guarantee a beautiful read aloud experience for all of us. And they did.

And yet, a few years in, someone kindly asked; when will the “Global” part of the name come true? When will you pick a book that isn’t set in America, that isn’t written by a White author? I felt so dumb when the comment came my way. How could I have not noticed? How could I have forgotten to think deeper about what the project recommended?

Now looking back at the years of recommendations, patterns emerge quickly. Despite asking for #OwnVoices authors and stories set outside of the White dominant culture, these books continue to be the most often recommended. The same authors keep popping up. The same titles even. Even when they have been chosen in previous years, I am told that they would make for a great read aloud again because surely nothing can beat the experience we already had. Even if the books have been deemed problematic, they are still recommended.

This is not a trend limited to the Global Read Aloud. I see it play out on social media all of the time. Someone asks for a recommendation for a read aloud and in that list are the same White books. The same books that we, White educators, have loved for years and years and continue to read aloud because to us they mean something more. The same authors but with new titles. The same situations. The similar story of yet another White child overcoming obstacles. And of course, we need these stories too, however, we do not need them as much as we are using them right now. With a teaching profession in America that is dominated by 80% White people, it shouldn’t be a surprise, and yet, it should be something that we, as a profession, recognize and see the harm in.

Dr. Rudine Sims Bishop, of course, reminded and continues to remind us of the power of seeing yourself in books. We Need Diverse Books started from yet another moment of exclusion in a White dominated conference field. The CCBC continues to remind us how White children’s books are. Lee and Low reminds of how White the publishing industry is. But that doesn’t mean our read alouds need to be. In fact, quite the opposite. This is the once again urgent reminder to all of us, White educators, and those who choose the books that we hold up and venerate enough to make a part of our curriculum, of our experience, that we need to audit our read alouds.

That we need to look past the books we have loved for a long time and see what else is out there.

That we need to start recommending #OwnVoices books. Books written by people who are marginalized within our society.

That we need to expand our loyalties. Our lists should contain numerous names of BIPOC authors who are writing incredible stories.

That we need to start reading more widely ourselves in order to discover the new authors who are creating stories that we so desperately need in the hands of our children.

That we need to stay current.

That we need to audit across grade-levels so that we can see what the read alouds are from one year to the next and disrupt the pattern of White dominance that inevitably occurs within most schools because an audit is not done.

That we look around and ask ourselves; what is the story told of kids of color? What is the story told of White kids? And how often is the story told? How does my read aloud cement or disrupt the dominant culture and how we view others?

Whose story is highlighted? Whose story becomes a part of the community we weave together? Whose stories hold power for all of us?

We need to think of the patterns we continue to perpetuate when we fail to see how much power a read aloud holds. Especially if we teach in White majority schools or in schools with White majority teaching staff. Our kids deserve stories about kids whose lives may not mirror their own, but who are still living incredible lives.

Because that’s what a great read aloud does; it creates connections, it leads to revelations, it it binds us together in deeper sense because we have lived through the story of another.

So we need to keep asking; whose stories are we living through? And how does that impact the students we teach? Because it is, and it does, and it is up to us to do something about it.

PS: I would be remiss to not thank those who have pushed my thinking on this. I am so grateful for the work done by the #DiversityJedi #DisruptTexts Chad Everett, Sara Ahmed, #WeNeedDiverseBooks, Dr. Ebony Elizabeth Thomas, and countless others

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. 

Be the change, being a teacher, Literacy, Reading, Reading Identity

What Does Student Independent Reading Look Like? A Whole District Audit

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For a long time, I felt like an oddity within my reading beliefs: provide students with independent reading time every single day, provide a fully-stocked culturally relevant collection of books, remove all of the reading projects that stood in the way of reading joy, focus on reading identity at all turns. But then I discovered others who shared those same beliefs, who had held those beliefs long before I had reached them, who had pioneered the work spreading the word around the globe. The relief and power that finding others provided is one that cannot be underestimated. The strength that comes with working for a district that shares these beliefs is a blessing.

And yet, I know there are many others that have felt and do feel like the oddities in their school. Who constantly have to defend why self-selected independent reading is a cornerstone of their work. Who have to explain why they continue to spend their own money, ask for money, write grants and do anything they can to purchase more books. Who spend so much time trying to keep up with new books, who weed and discard books that do not have a place in their collection. Who feel alone but might not be.

An incredible honor for me is when I am asked to work with a district or school who is on a journey of trying to reach their readers in a more significant way. Who knows they have work to do and who are ready to take the next step. Who are not afraid to reflect and change even when change is hard. When I am asked to do this work, I always have many questions; what does reading look like now? Which experiences are each reader guaranteed as they go through their journey? What are the rights of your readers when it comes to book choice, independent reading, and reading identity? These questions lead to many discussions, many aha moments, and provide a road map for change. Much like we need to give students the space to create their rights a readers within our community, we need to also create our expectations and rights as a district. What are the experiences that each reader is guaranteed at each level of their schooling beyond the curriculum we use? How can we then make curricular and business (because let’s face it part of schools’ direction is determined by the business aspect) decisions that protect and further these rights? How can we offer training and funding to support these rights? Hw can we invite the community into this conversation? How can we embrace antiracist principles and establish an emphasis on the individual’s rights and needs?

In the spirit of this pursuit, I offer up several questions that should be asked at a district level or at the very least, school level, in order for student reading rights to be protected. After all, if our goal is for students to leave our care not only being able to read well but also find an inherent human value within reading then we need to create experiences that safeguard that.

So please start asking…

How much time is each child guaranteed for self-selected independent reading time each day?

Too often we see independent reading get cut due to fewer instructional minutes, particularly as students get older and we bring in more whole class novels or book clubs. We also see it limited for students who are in intervention or have other needs. Yet, if students are not offered up time to independently ready every single day, how can we then support them in their reading?

What are students “allowed” to read?

While the answer should be “anything they want” this is often not the case as choice is often limited due to well-meaning intentions. Students who read below grade level are often given the least amount of choices, in order to help them have more successful reading experiences, yet within the helpful intent of that we can end up doing real damage. Can you imagine always being told what to read and never being able to work through a book of your choosing? What we should be focusing our energy on is how to help students navigate the choices they make as well as develop better book selection habits.

Where and how can students access books?

A well-developed school library with a librarian should be a right for every child, as should a well-stocked culturally relevant classroom collection curated by a teacher who reads. We need books to entice every reader at all turns, so asking this question can open up discussions of inequitable access, culturally insensitive books, gaps in collections, as well as the need for teachers who teach reading to be readers themselves. How is funding appropriated for books? How are collections developed? How are books placed in the hands of kids?

What are students expected to do once they finish a book?

So often, and in my own experiences, we have a lot of work lined up for kids once they finish a book all in the name of accountability. Whether it be forced book talks, book reports, summaries or readers’ responses, reading logs or other tools that involve counting minutes and needing signatures, or having to take a quiz on a computer, we are so busy policing the experience of reading that we forget to look at what we, as adults, want to do when we read a book. These accountability practices can do a lot of damage, particularly if students are exposed and expected to do them year after year. By asking this question, we can start to look at long-term experiences and how that may be impacting reading identity throughout our years together.

What does reading “homework” look like?

While currently in my own classroom, students are expected to try to read at least 2 hours outside of English class every week, this is not how it used to be. I had packets and worksheets lined up for their reading, as well as small summaries, and book talks with friendly adults who had not read the book. This question goes hand in hand with the previous one as it looks at the components we attach to reading, as well as potential inequities within our practices. What are we tying in with the homework being completed or not? Not all kids are in a position to read outside of school, not all kids have access to what they need or are in a place in their journey where they see enough value to dedicate outside class time to reading.

Who are kids expected to read?

While this is a question that speaks to a much larger issue surrounding the canon and who we, as educators, constantly expose students to as literary masterminds, it is also important that we locally audit across grade levels to see who is being shared and more importantly who isn’t. Often we base our read alouds, book clubs, and text selections on our own favorites with little thought to what has come before and what will come after for our students, but since publishing skews heavily white, cisgendered, and heteronormative, this tends to become the reading experience for many students as well, particularly those within white majority districts or taught by mostly white educators. Diving into this questions can and should fundamentally change the canon we present to students year after year.

While there are many other questions to ask, the few shared here will offer up a path way to further investigation into the reading practices embedded within a district. It is definitely a conversation that is needed and should be pursued on an ongoing basis. After all, if we don’t ask the questions and reflect on the journey we place students on, how will we ever change?

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students

Be the change, being a teacher, being me

The Teachers Tell Us…

A reflection…

Working through my keynote for this morning and I keep coming back to this moment from my own students – I asked my students who the “bad” kids were and they answered, “The teachers tell us…”

Even though I was there to witness it, it still hits hard every single time I see it. The power we wield, as educators, as adults, in how human beings see each other is astounding. It is something I carry with me every single time I teach, that through my actions, whether conscious or not, I will shape how a child’s humanity is potentially seen by others. While not singlehandedly determining the narrative, my presence, my being will provide others with a road map of how to see themselves and others.

It is something I don’t feel we spend enough time discussing, pondering, and helping us shape our teaching experiences.

And it starts on the very first day where we explain through our rules what “good kids” do and a child looks at that list and doesn’t see themselves.

That quote is 5 years old and yet, I wonder how many kids would still say something like that in schools across the world.

How many kids would consider themselves “bad” kids because that is the legacy we make for them?

Or how we label entire grade levels as “hard” groups or other awful titles and then wonder why they live up to it?

Words matter, actions matter, and the way we help children shape their identities in school to the point of where some are trying to succeed despite us is something to sit with, and then something to do something about.

Because as the mother of a child who felt unsafe at school due to bullying, who felt her teacher hated her in kindergarten, that was exactly the legacy she thought she should live up to. A child who didn’t belong, who was angry, who was broken.

And as a teacher who continues to screw up, despite her best intentions, I have realized that the least I can do is ask the very kids I teach whether they feel safe and respected and if they tell me no, then do something about it.

Because then, perhaps, we can change the narrative.

Be the change, being me

Chasing Happiness…

For a long time, I have kept a journal, well, let’s be transparent here, not a journal, but a long-standing to do list in a journal form. What started as a commitment to keep a bullet journal has morphed into my own version of my life in a book, with plenty of boxes to check off daily, and also main points of the day. My husband provides the journal, painstakingly researching the ones with the best paper and presents them with pens whenever a chance affords itself, I am lucky like that.

Every morning, while my computer boots up, I pull out my leather-bound journal and make the day’s to do list. A quick brain dump as I think of tasks big and small that need to be completed in order for my brain to change focus and be present when I get home. Sometimes on Sunday’s I make my list for Monday in order for myself to continue to focus on home rather than school as the weekend ends. On the days, I feel disorganized and off it is often because I haven’t taken the time to make my list. On the days I feel more stressed and scattered, the same culprit is at play.

After the to-do lists comes the second part of my ritual, a simple list on the previous day’s page titled “Happiness is…” In the quiet morning hum of my classroom, under the covered fluorescent lights, I try to take a moment to remember all of the happy moments. The ones that brought me peace and happiness that previous day.

This year for my word of the year I chose the word “More.” More love, more joy, more slowing down, more meaning, learning, more great food, naps, and everything that makes life truly worth living; more family, friends, and people who inspire me. More of the good things balancing out the to-do’s and the must do’s in order to be a responsible human being.

And I embraced the pursuit of more, I still do, but I also quickly noticed that my happiness list was dwindling, that in my eagerness to do more, I ended up working more to get more done, to be more productive, and so there weren’t many true happiness moments beyond the big events that stood out. If you looked at my happiness list, you might think I lived a sad life, and yet, that short list also became my realization that perhaps there weren’t as many happiness moments as one might expects but not in the way one might expect.

Because there is nothing wrong with my life, instead, my lens was foggy. I looked for true happiness, that elusive feeling where the world stands still and you get that this moment, this very moment you are in, is of importance. It turns out we don’t have many of those if we compare our lives to others. We don’t have many of those if we are too busy to-doing and not just to-being. What we do have is small moments of joy sprinkled throughout our daily life that we seem to skim over in our task-slaying ways.

So this summer, all four days of it so far, I have been chasing happiness. I have been making my to do list in order to have more moments to add the next day. I have added my yoga, because it makes me feel better, I have added my bike rides with my children as they are all out of training wheels and the world beckons for our exploration. I have added the quiet nights with Brandon as we watch in wonder Good Omens and the illustrious story-telling. The chocolate, the great books – so many great books – the sunlight, the naps, the phone calls and contacts with friends, the pool time, the compliments, the great learning from others. The ideas I am collecting from the learning I am doing that I know will create better learning opportunities for all of my students. I am looking at my own deficits in understanding and not seeing them as faults but instead as a learning opportunity. How wondrous it is that we can learn so much from others and in turn become more than what we were? I am planning for these because it feels right, it feels good, and don’t we all need a little more goodness in our lives?

And so my list is fuller and so is my life.

I know, that life will get filled up again, it always does, but chasing happiness in the form of meaningful interactions is something that will always be worth it. To seek out opportunities that will bring you joy is never wasted, unless the joy is at the expense of other people. I know I can become more than I am due to the teaching of others, due to the time with my kids, due to the meaning I choose to add to my life and pursuits. That is on me, that is my mission. And I can channel that into the teacher I am, that teaches with purpose, with an eye on changing the very experience we have together in order for the children to have a better chance at their happiness pursuit. If, in the moment you are in, there seems to be little joy, ask why. Is it beyond you, because let’s face it, life can be cruel at times, we certainly have already navigated some difficult situations in the last few weeks, or is it just your lens that needs to change?

Only you can fully answer that, but perhaps a list is in order. Won’t you chase happiness with me?

My main causes of happiness…

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Be the change, books, Literacy

On Blind Spots and Doing Better When We Know Better

Three years ago, I wrote a blog post detailing my journey with the book When We Was Fierce and in particular the journey with realizing that a book I had marveled at and called a must read was being critically reviewed by others. While at first I was embarrassed by my enthusiasm and not knowing better, in the blog post I wrote about the growth I had when I put away my own embarrassment and instead approached the moment as a learning opportunity, simply put; when I knew better, I could do better. It is a journey I have tried to continue on ever since.

Since that post, I have tried to be more in tune with critical reviews. I have tried to read new or old books that come my way with a broader lens trying to step out of my own lived experience to discover how others may view a book. How others may be potentially harmed by a book. How others may have world view shaped in a an inaccurate manner because of a book. While the voice in my head has gotten better at alerting me to potentially problematic texts, it is far from perfect and it is a journey I continue to be on.

I share this because this week I published my best books of the year so far list, a list I try to carefully put together in order to help others find books that may heighten their reading experiences. It is also a list for myself to look back upon as I celebrate the incredible works put out in the world that have deepened my own children’s’ reading lives as well as my teaching experience. This morning, I woke to a tweet sent to me by a colleague highlighting a potentially problematic book on the list.

My response: Thank you, I will definitely look into it. Which I did.

Dr. Laura M. Jimenez (@BookToss) had written a great post detailing problematic aspects of the book Stonewall: A Building, An Uprising, A Revolution by Rob Sanders and Jamey Christoph. This book was on my best of the year so far list and a book I had really enjoyed, even contemplating how I could use it as part of our upcoming historical research unit where we will write from the perspective of an object. While I had read the book and the voice inside my head had noticed how there didn’t seem to be a broad acknowledgement of the trans community, I had put aside my concern rather than followed up on it, despite having also read the book The Stonewall Riots: Coming Out in the Streets by Gayle E. Pitman that had explicitly discussed the broad community anger and how this went past the mostly gay men present in the inn on the first night of the riots. Dr. Jimenez discussed those concerns and then some in her blog post, and also received a reply from the author, Rob Sanders, which I really think you should read.

After reading the blog post, the concerns with the book were crystal clear so I pondered why I had I put aside my concerns? The answer? Because I really liked the book AND also because of my lack of knowledge. While I had a minor concern, I didn’t follow up on it and instead chose to highlight the book because I thought that it would be great for others to read. End of story.

And this is what I want to write a little bit about, because those two things, dismissing our concerns and not knowing better, are exactly why I think many, especially white, educators keep problematic books in classrooms and home collections year after year. I know the emotional attachment is what makes me sometimes try to mentally finagle a way to be okay with a book in our collection that may do potential harm. Even though I know better. Even though I end up not placing it in our library because I know better. But how often do we, and especially us white educators who live within the dominant lens, simply not know better? Or how often do we dismiss the criticisms because we somehow think that having the book will surely alert students to their own concerns and then be able to navigate potential problems within it?

But here’s the thing, if I, as a 39 -year old educator who has taught for nearly 12 years and reads hundreds of books, as well as reviews of books, and critical discussions of books every year cannot figure out on my own that a book is problematic, then how can I expect my students to do so?

Because they won’t, not unless we teach it, not unless we discuss our own mistakes when it comes to reading and highlighting problematic texts. This is why I use the book The Secret Project by Jonah and Jeanette Winters in my classroom. While I had the book at first because I loved it and had already read it aloud to my classroom, after I read Dr. Deb Reese’s post on the problems with it, I re-visited the book with students and we discussed why we had not ourselves caught these problems with the text and instead taken it at face-value. It led to a larger discussion on what else we miss when we don’t know more, or the blind spots we all walk around with and how to shrink them.

This is why we must do better when it comes to vetting our own collections and also being okay with admitting it out loud. I know that there are a lot of emotions attached to books and their creators. I know I don’t want to hurt other people when I distance myself from their work. I know that many educators, me included, like to think that I know enough to carefully select books that will not present problematic, inaccurate, or full on harmful stories to my students, but that is simply not right. Even though I have grown and gotten better, I have so much to learn still. I will, probably despite my best intentions, continue to embrace books that because of my own lens, my limited perspective, I cannot see the problems in until others point it out.

So what can we do when we realize either through our own investigation that a book is problematic or when someone else points out harmful representation or stories?

Say thank you when someone points it out. We cannot grow if we don’t know what we need to do better on. That is why recognizing when someone offers you an opportunity to grow and acknowledging it as an opportunity to grow rather than getting defensive is always the best way.

Get over our own feelings. Is it embarrassing to screw up? Absolutely. Would I rather do well? Sure. Do I learn from these interactions? Every time. However, when our response is one of incredulity or dismissal we are not really growing, we are certainly not focusing our energy on what we should be focusing on, which is the conversation surrounding the text or illustrations rather than our own feelings. (I am listening to White Fragility by Robin DiAngelo and this is part of what she discusses).

Read the criticism, seek to understand it, and ask questions. I always read or listen to what is being said and then try to find other voices who are discussing it as well. If I am not sure why something is being discussed the way it is, then I ask questions. That is why I love being connected to others because social media gives me a quick way to reach out.

Take action outwardly. Whether it is publicly acknowledging your screw up if you have recommended it, or spreading the word by amplifying the discussion happening, do your part. It is often isolating to be someone pointing out critical aspects so knowing that there are others who will back up your words and calls to action is powerful.

Transfer the knowledge. Teach this critical skill to students by also connecting them with book reviews blogs so that they can be adults who have access to information, so that they can notice their blind spots, and also try to see whether a book may be harmful or not. Make it a part of your already embedded curriculum units so that it is not a stand-alone lesson but instead one that is addressed in many different ways. After all, isn’t teaching critical analysis one of our main teaching goals?

Take actions personally. Remove the book altogether or use it to discuss blind spots like I have done with a few books, but do something, rather than just push it aside because “no one will know that you still have the book.” While that may be true, this is also an incredibly twisted way of looking at the process. While it feels very strange to throw books in the garbage, almost sacrilegious, yet sometimes, that is where certain books belong. Don’t just say you will do something, actually do it.

Try to do better in the future. While I definitely catch more problematic books before I recommend them than I have in the past; as evidenced by this post I still have a lot to learn. All of us do. But the good news is that through social media we can easily learn from others as long as we are willing.

Finally; say thank you and support those doing the work. Thank you to those who tirelessly advocate for better representation within the book industry. Who repeatedly point out when texts or illustrations are problematic. Who take the heat that comes their way over and over again when others accuse them of being in a “mob” or even sends them death threats. Because of people like Dr. Reese, Dr. Jimenez, Edi Campbell, Ebony Elizabeth Thomas, Valeria Brown, Chad Everett and the fearless educators, authors, and activists involved in #WeNeedDiverseBooks #OwnVoices, #DisruptTexts, Reading While White, LatinX in Kid Lit, and #DiversityJedi I have grown as a reader of books and that matters because the books I share are used within my own classroom, as well as recommended to others on a global scale.

So what did I end up doing with Stonewall the book that started this whole blog post? I removed it from my best books of the year so far list and with the encouragement of Dr. Jimenez wrote this blog post to make my thinking visible. While I love the missing parts of history that the book represents, I cannot use it as an actual representation of what happened that night, there is too much missing.

And that is where I start my summer vacation. Knowing that I have so much to still learn about others and from others. Not a bad way to start my summer as I try to grow as a person and as an educator. I now know better, so hopefully I can do better. Can’t we all?