Hubbub and Blurt: 323

Sunday, January 25, 2015

Civil Rights Chronicle: The African-American Struggle for Freedom, Consultant: Clayborne Carson PH.D.

REF 323 CAR

Filled with impressive pictorials, this captivating coffee-table book illustrates the African American struggle for the recognition of basic humanity and legal rights. Under the guidance of Clayborne Carson (director, Martin Luther King Jr. Papers Project, Stanford Univ.), several authors, including Mark Bauerlein, Todd Steven Burroughs, Ella Forbes, and Jim Haskins, contributed to the text, which is divided into nine chapters that range from "The Early Struggle" (before 1900) to the end of the 20th century. The writing is serviceable, but in design and execution this is primarily a picture book, lacking source notes and a bibliography. General readers can use it as a visual tour of the people, places, and developments that marked the ongoing movement from slavery to freedom.

A Dream of Freedom: The Civil Rights Movement from 1954 to 1968 by Diane McWhorter

323 MCW

In this history of the modern Civil Rights movement, Pulitzer Prize-winning author Diane McWhorter beautifully describes the process that brought about "the end of apartheid in America," providing a context for the ongoing fight for tolerance and equality in this country.

McWhorter focuses on the monumental events that occurred between 1954 (the year of Brown versus the Board of Education) and 1968 (the year that Dr. Martin Luther King, Jr. was assassinated). Beginning with an overview of the movement since the end of the Civil War, McWhorter also discusses such events as the 1956 Montgomery bus boycott, the 1961 Freedom Rides, and the 1963 demonstration in Birmingham, Alabama, among others.

Illustrated with more than 100 photographs, A Dream of Freedom provides children with an understanding of how and why our country long sustained an unthinkable system of prejudice. The author uses interviews she conducted personally with participants and witnesses of these events, oral histories of politicians and leaders of the era (John F. Kennedy, George Wallace, Bull Conner, Martin Luther King), and brief biographies of key players involved in the struggle (John Lewis, Emmett Till) to bring this period of American history to life for young readers.

Reading and Me

When I read, I experience in poet Jane Hirshfield’s words, “a clarification and magnification of being”. Hirshfield is speaking specifically of poetry here, “its word-woven and musical invocation”. The treasure - the ability and freedom to read – and its result – knowledge, insight, wisdom, understanding, empathy, compassion - is lifeblood of human civilizations. The exploration of words (those squiggly shape pictures on the pages) – broken down into those letters in a row then a space then some more letters in a row, each having a sound and a way – knowable! – to become the sentence, the paragraph, the verse, the poem, the story, the novel, the treatise, the manifesto, the sacred statement, the myth – this exploration of words, how to read them and what they mean – this is reading. If you cannot read, the list of loss goes on forever. The works of these authors: Aardema. Alcott. Avi. Babbitt. Bemelmans. Carle. Cooney. Coville. Dahl. Dorros, DePaola. Ehlert. Galdone. Hamilton. Henkes. Keats. Kimmel. Lester. Lobel. Lowry. MacLachlan. McKissack. O’Dell. Peck. Peet. Pinkney. Polacco. Rylant. Seuss. Silverstein. Spinelli. Travers. Ungar. Van Allsburg. Wells. Wilder. Young. Zieffert. Language is a living thing – these stories are mirrors of our lives and doors into other families and cultures.

I worked for many years at the Reference Desk in the Children’s Room of the Public Library. The first key to that room is an adult who will bring a child and choose books to look at and read aloud. The second key to that room is consistent regular persistent introduction to the wealth lined up on each shelf. The third key is the habit of use – a willingness, a commitment, to go weekly, to bring a big rolling box, to read and reread and reread the books at home. Ask the librarian questions, look for answers in the books. The questions may not be “homework related” –- the questions may be “What’s a good book about taking a bath? Try The Tub People by Pam Conrad. “My child thinks she will never be able to figure some things out.” How about Leo the Late Bloomer by Robert Krauss? “We are planting a garden.” How about Allison’s Zinnia by Anita Lobel?

During my year with Minnesota Reading Corps I helped children with reading skills. I held open the door. I held open the passages. I focused on the vowels and helped turn squiggly picture shapes into words made of letters. Mystery to meaning. We walked through these doors. This is blending, this is segmenting. In blending students connect sounds together, in segmenting they separate words into sounds. The reading path begins with awareness of the page content. Reading is decoding. The words are made of sounds! The sentences are made of words! There are syllables and segments! There are rhymes! We can blend, we can combine separate sounds into meaningful words! We can take this words apart and make different words! This is segmenting, this is blending, this is reading! This has meaning. We work to achieve comprehension by constructing meaning from the written text. This word means something you can know. This vocabulary makes meaning. This story is for YOU. You make this story mean something. This is the world that reading opens and enriches. There are fierce thunderstorms here and nannies who arrive by umbrella. There are Enormous Crocodiles, Muffins for Moose, Snowy Days, Giant Peaches and Millions of Cats. There is a Bear Hunt and An Old Lady Who Swallows a Fly. There is a Velveteen Rabbit and a Garden of Verses. There is a place where there are Wild Things. This is the world that is lost to a child who cannot read.

Today in the USA most children learn to read at school. Few bring homemade lunches anymore and most bring complications that arise from our culture’s technological fixations and media fascinations. Nevertheless, schools and teachers are diligently striving to teach these children to read. Some take to it, others do not. Some have help from home, many do not. Some speak languages other than English and cannot read in either language. Some will learn to read. Some will not. Others will require a faithful consistent daily reading tutor. Be that person another student, an Associate Educator, a teacher, a parent, an encourager – we all had helpers. Here at Loring Library we have books. And I am here to open doors and read aloud and answer questions and point the way and listen and learn. Welcome to Loring Library.