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Julie Stivers
[email protected]
28 Knowledge Quest | Diversity Matters
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Volume 45, No. 3 | January/February 2017 29
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Authors are image makers Newbery Award-winning and New was introducing Matt and his work
(Adichie 2009). As school York Times best-selling author visit to all our students. Even though
librarians serving diverse student our school, but the effect Matt had only fourteen students would be
populations, we know this truth can on our students was not due to his intensely working with Matt in
have multiple meanings. In addition well-deserved awards or commercial the week-long series of writing
to the incredible power authors success. His impact was a result of workshops, I wanted all students
of color wield to craft authentic his powerful stories, his skills as a to be exposed to him—as an author,
characters, defy stereotypes, and writing teacher, and his incredible as a teacher, as an image maker.
provide counterstories, the authors ability to connect with teens—all Additionally, since Matt’s visit would
themselves embody images that teens. coincide with our school’s Career
give students affirmation—affir- Day, I wanted each student to not
mation that they also have stories Our Matt de la Peña Writer-in- only get face time with Matt, but
worth telling. Bringing authors of Residence week was particularly to be able to discuss his books with
color—image makers—to our schools meaningful because we are an alter- him.
to speak to, and work with, our native school. In speaking about
students of color is a vital piece of alternative schools, #EduColor Selecting the Books
culturally relevant library practice. founder José Vilson has stated, “We
should start rebuilding the students Recognizing the importance of book
The benefits of using authen- who our system has failed” (2016). It ownership, SILS not only purchased
tic, reflective literature are well is precisely these students “that need sets of Matt’s books for our school,
documented. All the reasons we to sit in panels, write white papers, but also books for our students to
collect and use diverse books also and have photo ops” (Vilson 2016). keep. Being able to provide books
apply to bringing diverse authors I would add that it is precisely these to all our students allowed Matt’s
to our schools. What messages are students who need to be chosen to visit to be more student-centered
we sending to our students of color participate in writing workshops and student-sensitive. It is a reality
if the only authors we invite to visit led by popular authors. Vilson went that author visits are often tied to
our schools are white? Just as having on to say, “We need to do right by selling books, a circumstance that,
only books with white characters on all kids, but, when we only work unfortunately, serves as a sorting
our shelves implies to our students through the average student, we mechanism that determines which
of color that they do not exist, the don’t actually address the needs of students get to spend time with
same harmful message is perpe- all kids” (2016). the author. Those students able to
trated by having only white visiting purchase a book get face time in the
authors. As school librarians, we In this article, I describe how we signing line. Creative librarians
must spearhead efforts to ensure prepared for Matt’s visit with both counteract this effect by devising
that visiting authors reflect the whole-school instruction and workarounds to limit sorting, such
culture and lived experiences of our dedicated activities for the fourteen as allowing students to bring books
students. students participating in his writers’ purchased by the library to the
workshop. I explore what I learned signing line. Purchasing books for
My school—a public alternative about the importance of engaging all students in advance removed this
middle school in Raleigh, North in extensive culturally relevant sorting based on who could afford to
Carolina—had the pleasure and groundwork prior to Matt’s visit, buy a book.
honor of hosting Matt de la Peña for and about allowing the focus of the
a week-long Writer-in-Residence Writer-in-Residence week to be on The novels and short stories I ulti-
workshop in the spring of 2016. the students and their interactions mately chose for the students to keep
Matt’s residency was funded by with Matt. Finally, I share how we and for whole-class instruction are
the Steinfirst Artist-in-Residency leveraged this opportunity to benefit shown in table 1. Factors including
Program, created by the School of students beyond the author’s visit. themes and student-professed genre
Information and Library Science interests guided my decisions. All
(SILS) at the University of North Preparing for Matt’s Visit the texts chosen could be classi-
Carolina to provide local youth fied as enabling texts, identified by
with the opportunity to engage with The Plan Alfred W. Tatum as texts that move
internationally acclaimed authors beyond a sole cognitive focus—such
To maximize the impact of Matt’s
and illustrators. Clearly, we were as skill and strategy development—to
visit, I organized our preparations
stratospherically lucky to have a include an academic, cultural, emo-
along two main threads. The first
30 Knowledge Quest | Diversity Matters
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tional, and social focus that moves While the whole-school instructional thread allowed every
students closer to examining issues
student to connect to Matt in advance of his visit, it also
they find relevant to their lives
(2009). Enabling texts also provide allowed me to integrate into the core curriculum texts that
positive reinforcements of the
were representative of our students’ lived experiences.
characteristics of strong writing by
being engaging, thematically rich,
provocative, and able to awaken the
intellectual curiosity of the reader
(Tatum 2009), thus inspiring teens students in all the core ELA classes course of instruction and teachers
to write their own stories. participated in literature circles see their impact, the titles find a
around the short story “Believing in permanent home. This is another
Whole-School Instruction Brooklyn” (sixth and seventh grades) way school librarians can chip away
and the novel The Living (eighth at the traditional literary canon and
I chose class sets of Matt’s powerful
grade). challenge the normative position of
picture books—Newbery winner Last
whiteness in the curriculum. Our
Stop on Market Street and A Nation’s Hope:
While the whole-school instruc-
students’ right to inclusive resources
The Story of Boxing Legend Joe Louis—to
tional thread allowed every student
shouldn’t end in our school librar-
facilitate whole-class instructional
to connect to Matt in advance of his
ies—we have to make use of inclusive
sessions. The classroom teachers
visit, it also allowed me to integrate
resources a reality throughout our
and I integrated Matt’s work across
into the core curriculum texts that
schools.
the core curriculum, studying figu-
were representative of our students’
rative language in Last Stop on Market
lived experiences. I have found A final facet of our whole-school
Street during English language arts
that having an author visit makes preparation for Matt’s visit was
(ELA) classes and exploring WWII
it easy to incorporate inclusive incorporating art projects related
history in A Nation’s Hope in social
texts into classroom instruction. to Matt’s novels into ELA classes
studies classes. Additionally, the
Once diverse books are used in the at every level. Not only did these
Last Stop on Market Street (Putnam 2015)
Guys Read: Thrillers (Walden Pond Press
6th 2011) containing Matt’s short story “Believ- A Nation’s Hope: The Story of Boxing Legend Joe Louis (Dial 2011)
ing in Brooklyn”
“Believing in Brooklyn”
Last Stop on Market Street
7th The Living (Delacorte 2013) A Nation’s Hope: The Story of Boxing Legend Joe Louis
“Believing in Brooklyn”
Last Stop on Market Street
8th The Living
The Living
8th-Graders
Boosting to 9th
Grade within a Mexican WhiteBoy (Delacorte 2010) Last Stop on Market Street
Single School
Semester
Table 1. Matt de la Peña titles purchased.
Volume 45, No. 3 | January/February 2017 31
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projects offer another entry point for our work with students. “Literacy power, class, and microaggressions
for students to learn about and is not just about decoding text. It is in The Living to unpacking ideas on
respond to Matt’s novels, the art also about becoming a superior human identity and race in Mexican WhiteBoy.
provided visual excitement when being that can act powerfully upon As Carole King has pointed out,
displayed throughout the school. the world” (quoted in Hughes- teens benefit from discussing lit-
Hassell et al. 2012, 6). erature—with an educator and with
Writers’ Workshop Students each other—as it helps them develop
I was adamant that interest, not
meaningful interactions with the
For the second thread, I needed to school performance, be the main
text (2001). We also discussed
prepare the fourteen students who factor in choosing the students who
how swearing—in the “context of
would be working with Matt for a would participate in Matt’s writing
literature”—could add relatability
week of intense writing. As school workshops. I did not even want
and gravitas to writing. The students
librarians, our programming pri- reading levels to be factored into the
enjoyed hearing me swear in the
orities are, of course, situated in the selection process, as reading levels
course of reading a passage—and
culture and practices of our schools. are not associated—should not be
loved that I trusted them enough to
As my school functions as an associated—with a capacity to think
do the same. Sometimes, at the end
academic recovery program, some or discuss big ideas. Therefore, I
of a long day, I trusted them to do so
teachers were resistant to the idea created an inventory to gauge inter-
very loudly.
of the fourteen workshop students est; we gave it to all seventh- and
being pulled out of core classes eighth-grade students in December To foster a sense of community and
during Matt’s visit. Additionally, I 2015. I administered the survey identity, I created a hashtag for our
needed to procure dedicated time in ELA classes after we watched an groups—#MdlPwriters. I wanted
in the students’ schedules to work interview in which Matt talked about the students to feel connected to
with them in the months leading up The Living. Matt before he arrived and also to
to the Writer-in-Residence week. start seeing themselves as writers, a
Luckily, I had full administrative Using the results from the interest powerful label to wear. Conversely,
support and was able to use data inventory and working in col- I wanted Matt to feel allied with
to justify the time these fourteen laboration with the ELA teach- his future writers—and all of our
students would be spending in novel ers, I created two groups. Due to student readers—and I reached out
discussions; the data supported both scheduling difficulties, I eventually via Twitter with pictures and stories
the transformative power of literacy created two reading electives—one in advance of his visit (see figure 1).
and the ways that positive racial and each for seventh- and eighth-
ethnic identities lead to academic graders—thus balancing the needs Talking about logistics is not nearly
success (Hanley and Noblit 2009). of the teachers with the enrichment as exciting as hearing about the
opportunities that being part of
Frequently, the dialogue about the Writer-in-Residence program
youth of color and literacy is solely offered. In the two months leading
focused on raising test scores. While up to Matt’s visit, I met daily with
this outcome may be important, we alternating elective groups and was
can never neglect the true reason lucky to also have the support of
we want young people’s lives to be our eighth-grade ELA teacher who
enriched with literacy: to improve joined in that group’s discussion. In
life outcomes. Ernest Morrell’s both electives we read and discussed
words provide a powerful framework ideas from the novels—from issues of
Frequently, the dialogue about youth of color and literacy
is solely focused on raising test scores. While this
outcome may be important, we can never neglect the
true reason we want young people’s lives to be enriched
Figure 1. Tweets building interest and connection
with literacy: to improve life outcomes.
prior to Writer-in-Residence week.
32 Knowledge Quest | Diversity Matters
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may be used for the noncommercial purpose of scientific or educational advancement
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Figure 2. Cohort of eighth-grade writers with Matt.
Figure 3. Matt and the seventh-grade writers.
Volume 45, No. 3 | January/February 2017 33
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may be used for the noncommercial purpose of scientific or educational advancement
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Figure 4. Matt coaching one of our eighth-graders.
Figure 5. Eighth-graders immersed in their writing.
34 Knowledge Quest | Diversity Matters
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may be used for the noncommercial purpose of scientific or educational advancement
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#MdlPwriters, but attention to Each group met with Matt
logistics and preparation helped for two sessions a day on a
make Matt’s visit go smoothly. As rotating schedule so that
librarians hosting a Writer-in- the same students were not
Residence, our job boils down to: pulled from the same core
classes each day. Each writing
• making sure visiting authors
session included whole-
reflect our students and the won-
group discussion but also
derful reality that is our diverse
time for individual coaching
world,
from Matt. Matt talked with
our teens about high-level
• preparing students so they are
issues and did writing
familiar with the author’s work
exercises that he had previ-
and flooding the curriculum
ously done with college-level
with the author’s diverse litera-
students. Part of a culturally
ture,
responsive library practice is
• using culturally relevant having high expectations for
practices in classes and groups to our students and believing in
examine the author’s writing, their ability. It was wonderful
to watch Matt connect with
• assembling writing groups—and our students in this way (see
any other opportunities for face figure 4). Our students (see
time with the author—within an figure 5) rose to every task he
equity framework, and gave them—including some
that he had never before
• ensuring that the entire experi-
done with middle-school stu-
ence is student-centered.
dents. The students’ writing
was incredibly powerful and
When we do our job effectively, we
overwhelmingly personal Figure 6. M.’s poem. 8th Grade #MdlPwriters.
are then able to get out of the way and
as shown in figure 6. Many
watch the entire amazing experi-
school staff wanted to
ence unfold.
observe—and understandably
viscerally remembered a moment
so—but to respect our writers and
Writing with Matt: “Writing Is sitting beside a fence with her eating
their voices, we kept the groups
ice cream. Flashing Lights—from a
an Act of Bravery.” private. This policy did not make
student who described living in a
The fourteen writers who chose— me the most popular person in
home where it felt like everything
and were chosen—to participate in our school, but adhering to a
could change in an instant, as
Matt’s Writer-in-Residence work- student-centered framework was
quick as a light turning off. Never
shops are the stars of this story. my top priority. Keeping the
Fixed—from a student who felt that as
Our eighth-graders were F., M., groups private was always worth
soon as one part of him was fixed—a
A., H., K., L., and K. (see figure any pushback I faced.
physical injury or a family problem—
2). Our seventh-grade group was
The first writing exercise Matt something else would get broken.
comprised of N., K., S. (the only
did with both groups was centered
sixth-grader in the group), T., T., One of our seventh-grade writers
on a piece of micro-fiction and
H., and B. (see figure 3). They would not participate in the two-
then a two-word writing exercise.
were readers. Dreamers. Think- word exercise, and I was afraid he
The two words that our students
ers. Writers. It’s not possible to was going to stop coming to the
used to describe their lives were
overstate the power of the creative workshop sessions. At the end of
incredibly powerful. For everyone
and brave voices the #MdlPwriters that first day, Matt had the students
in the room they were unforget-
displayed during the course of work through an exercise in which
table: Picket Fence—from a student
Matt’s Writer-in-Residence week. they supplied the end of a story in
who misses her mother and
which a woman needed to be “talked
Volume 45, No. 3 | January/February 2017 35
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may be used for the noncommercial purpose of scientific or educational advancement
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Having an author visit is a powerful way to construct and told her that if she finished it, he
would publish it on his blog. She
inspire that culture of reading throughout a school!
sobbed. Sobbed. And then picked
up her pencil and started writing.
She wrote for the rest of the year.
She’s in high school now. She is still
off a ledge.” Literally. Each stu- he could—and rightfully so! What a writing.
dent’s story was impressive. When powerful affirmation to carry.
the student who had previously The Benefits Continue
been resistant shared his piece, it The success of the entire program,
was so good, so well written, it blew however, could be illustrated in just Because it had such an impact on
me away. More impressively, it blew one student—in just one moment. our school, even after the Writer-in-
Matt away! Matt told me later that it One of our eighth-graders has Residence week ended on Matt’s last
was amazing writing—truly incred- experienced more hardship in her day, we were still feeling its effects.
ible for a first draft. He shared with thirteen years than most of us will The picture in figure 7 was taken
the student that it was some “bad- in our entire lives. She is tough. immediately after Matt had left us
ass writing.” That student shared Sweet. Stoic. And full of talent. on Friday of that amazing week. On
that compliment with everyone After reading one of her pieces, Matt Monday, K. brought in eight pages he
Figure 7. A seventh-grader writing after Matt had left.
36 Knowledge Quest | Diversity Matters
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
had written over the weekend. We Our principal was so impressed Giving our students the space to
were in such a post-Matt creative with hearing about our experi- empower themselves through cre-
swoon for the rest of the entire ence and seeing the effect it had ative writing and expression can be
school year that we were literally on our students that he pledged a powerful contributor to creating
drawing on the library walls, and I enough precious budget funds for those safeguards. Providing these
decided to simply call my fourth- this school year to support another growth opportunities is not an extra
quarter elective “Create.” Writer-in-Residence experience for part of our library practice—it is our
the 2016–2017 school year. library practice! Thank you to SILS
In August 2015 when school started
and Matt de la Peña for helping to
last year, one of our eighth-graders
Concluding Thoughts create these safeguards with our
told me that “he does not read. Ever.”
amazing #MdlPwriters.
In spring 2016 right before Matt’s How many students get opportu-
visit, the same student handed me nities like these? Certainly not
his copy of Matt’s novel The Living—all enough. For students in alternative
308 pages of it—and told me he had or academic recovery programs, Works Cited:
“read it all.” At fifteen, it was the first perhaps even fewer than in more-
Adichie, Chimamanda. 2009. The
book he had ever finished. His rationale: traditional schools. José Vilson Danger of a Single Story | Chimamanda
“Well, you kept reading it in class, speaks truth when he describes Ngozi Adichie. <www.youtube.com/
watch?v=D9Ihs241zeg> (accessed
and I knew Matt was coming, and I teaching students: “We can only
September 25, 2016).
wanted to find out what happened. show them love at the moments we
Hanley, Mary S., and George W.
And now I need to read the sequel!” have them, and help them create Noblit. 2009. Cultural Responsiveness,
An educator’s role is never about safeguards that deter their worst Racial Identity and Academic Success:
forcing a student to read but rather detractors” (2016). A Review of Literature. [Pittsburgh,
PA]: Heinz Endowments. <www.
inviting the learner into a com- heinz.org/userfiles/library/
munity of readers (Morrell 2002). culture-report_final.pdf> (accessed
September 25, 2016).
Having an author visit is a powerful
way to construct and inspire that Julie Stivers (MSLS, Hughes-Hassell, Sandra, et al. 2012.
Building a Bridge to Literacy for African
culture of reading throughout a University of North American Male Youth: A Call to Action
school! for the Library Community. Chapel
Carolina at Chapel Hill)
Hill, NC: University of North
To attempt to measure any changes has worked with teens in Carolina at Chapel Hill, School of
Information and Library Science.
in our writers’ confidence and a variety of settings and is <http://sils.unc.edu/sites/default/
comfort levels related to a variety files/news/Building-a-Bridge-to-
currently the school librarian at Mount Vernon
Literacy.pdf> (accessed September
of literacy factors, I had created a
School, an alternative public school in Raleigh, 10, 2016).
writing and reading self-efficacy
King, Carole. 2001. “ ‘I Like Group
assessment instrument to admin- North Carolina, where she loves finding
Reading Because We Can Share
ister to our writers both before and engaging, reflective literature to put in her Ideas’: The Role of Talk within the
after their reading elective and Literature Circle.” Literacy 35 (1):
students’ hands. Her research interests include 32–36.
Writer-in-Residence experiences.
culturally relevant librarianship, inclusive Morrell, Ernest. 2002. “Toward
All of our writers chose a higher
a Critical Pedagogy of Popular
value to describe their writing library spaces, and finding creative ways to Culture: Literacy Development
ability after Matt’s visit. dismantle the traditional literary canon. among Urban Youth.” Journal of
Adolescent and Adult Literacy 46 (1):
72–77.
Tatum, Alfred W. 2009. Reading
for Their Life: (Re)Building the
Textual Lineages of African American
Adolescent Males. Portsmouth, NH:
Heinemann.
Our principal was so impressed with hearing about our Vilson, José. 2016. “This Post Is
Dedicated to All the Teachers Who
experience and seeing the effect it had on our students Said They Wouldn’t Amount to
Nothing.” <http://thejosevilson.
that he pledged enough precious budget funds for this com/dedicated-teachers-said-
wouldnt-amount-nothing>
school year to support another Writer-in-Residence experi- (accessed September 10, 2016).
ence for the 2016–2017 school year.
Volume 45, No. 3 | January/February 2017 37
