Building Cultural Literacy through Readers Theater and Bibliotherapy

Background

According to the National Assessment of Educational Progress (NAEP), African American students are at-risk for literacy failure. African American students are much more likely to read below basic levels than other students. Critical to African American students’ at-risk disposition is the fact that African American students tend to perform significantly lower than nonminority students in vocabulary, writing, science, math, and geography (Donnahue, P. L., Finnegan, R. J., Lutkus, A.S., Allen, N. L., & Campbell, J. R., 2001). One of the impending variables is the issue of poverty, for African American students are far more likely to be raised in poverty than White children (McGee & Richgels, 2003). It is estimated that approximately one-third of the children in the United States are at-risk of academic failure by the time they enter kindergarten due to socially and economically impoverished conditions (National Assessment of Educational Progress, 2000).

The Interplay of Cultural Literacy, Bibliotherapy, and Readers’ Theater

Cultural literacy is a controversial word with a debatable definition. John Hirsh (1987) refers to cultural literacy as the haziness of an item or a vague familiarity with the word or context. But as the authors infuse the ideal of cultural literacy in this narrative, it is considered as an exchange of information, skills, acts, and the instruction of a given people in a given period of civilization while being able to read or write successfully using a common vocabulary in that period of time. This document considers cultural literacy as the ability to be informed by beliefs and behaviors that have been shared from one generation to another in an oral or written form. Cultural literacy can create a knowledge and awareness that brings distinct commitment to social justice, responsibility to defend human dignity and respect for culture and languages associated with different nations, and lifestyles. Cultural literacy is well afforded to those with resources to become informed.

The variable, literacy, in its own right, not only empowers individuals to free themselves from oppression, but it also gives them a voice to affect the lives and futures of others. In agreement with this idea, Freire’s concept of literacy is seen as, “inherently a political project in which men and women assert their right and responsibility not only to read, understand, and transform their own experiences, but also to reconstitute their relationship with the wider society “.

To build on the ideas of the social theorists presented above, Deborah Brandt, a well-known researcher in the field of literacy contends that literacy is not only a tool to be used to escape oppression, but it is also a resource. Just as energy is a necessary utility to keep the “lights on,” literacy can take people out of the darkness and provide them with the fuel to become bearers of light that lead others out of the darkness of oppression. Brandt believes “the ability to read and, more recently, to write, often helps to catapult individuals into higher economic brackets and social privilege. In short, literacy is valuable – and volatile – property. And like other commodities with private and public value, it is a ground for potential exploitation, injustice, and struggle as well as potential hope, satisfaction, and reward (Brandt, 2001).Whether self-imposed or imposed by outside forces, individuals are educationally, socioeconomically, and politically disenfranchised when they are not afforded the opportunity to become exposed through cultural literacy. It is within this framework that an understanding must exist that if children are not afforded the necessary resources, they will not possess the cultural literacy needed to become competent and productive citizenry. Hirsh believed that when children lack factual knowledge gained through discussion at home and from travel and exposure to different people, places, and experiences, their cultural literacy is impaired. Furthermore, Hirsh contends that when children enter school with existing defects in factual knowledge, they may fall further behind because they do not understand the teacher’s pedagogical teaching style. Hirsch argues that children need to “earn new wealth from old intellectual capital. By this, he means that children who possess broad background knowledge will be able to learn things more readily than those who lack it. (Hirsh, 1989). In this context, the blend of Readers Theater, bibliotherapy, and personal photos and images obtained via the Internet are used to sharpen cultural literacy as an instructional unit for classroom teaching. Also enhancing this teaching and learning approach is the usage of Storyline-Online, an on-line story telling tool of children’s literature narrated by actors, and other well-known individuals, young and seasoned. The authors narrate stories that are supported by music, insight from the authors about the story, and fine-tuned with the narrators’ own personal experiences that relate to the story. Flynn (2004) describes Readers Theater as an example of a strategy that uses several instructional forms to improve fluency, including repeated readings. Through this method, student interest and motivation to read is also positively reinforced (Carrick, 2001). Readers Theater uses guidance, modeling, and independent student practice, while students rehearse a play, speech, poem, or other appropriate text. This strategy of cultural literacy is unique because students are no expected to memorize the reading. In contrast, bibliotherapy is used to assist people in overcoming the emotional turmoil related to mental issues or changes in their lives associated with race by having him/her read literature on that topic (Adbullah, 2002). Specifically, classroom teachers are more likely to use developmental bibliotherapy, which involves helping students in their normal health and development. The advantage of the latter approach is that teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predicable stages of adolescence with knowledge of what to expect and examples of how other people have dealt with the same concerns (Herbert & Kent, 2000). Literature can then serve as a springboard for discussion and possible resolution of that dilemma. Thus, the culturally responsive educator provides guidance in the resolution of personal crisis through the use of directed readings and follow-up activities. It is in this light that the authors illustrate how pictures, can be a source of cultural literacy that augments the use of Readers Theater and bibliotherapy. When using bibliotherapy with Readers Theater, the facilitator should apply some basic elements that include discussing the purpose and guidelines for the activity and ensuring the need for trust and freedom of expressing with respect. Prater, Joynstun, Dyches, and Johnstun (2006) suggest that when students do not feel validated they are less likely to freely participate, particularly in emotional and passion ridden subjects. Furthermore, teachers are not psychiatrists, but they are qualified to discuss students’ feelings about issues of cultural conflict in light of the significant shift in U.S. population that reflects our growing racially diverse communities that have issues evolving from historically conflicts.The class discussion begins with a PowerPoint presentation (see the PowerPoint presentation attached to this document) that presents a viewing of pictures dissolving from one slide to another supported by music that reflects the time period. The audience is then encouraged to revisit, with interactive participation, for each time period. The time periods discussed are: Colonial Period, Revolutionary War, Founding America, Expansion, Civil War and Slavery, Reconstruction, Civil Rights Movement, and the Postmodern Era. Within each period, literary sources are also recommended, and the readers may be given a chance to re-enact figures from the select reading.The facilitator may also wait until the end of the PPT before engaging the students in an exchange of reading using the book, Nappy Hair, or other sources like Storyline-Online, the on-line story telling tool in children’s literature. The responsive exchange can follow by asking a series of questions that include: (a) Define nappy, (b) What did you learn? (c) How does this book make you feel? (d) What kind of hair do you have? And (e) what have you learned from this reading.

Leader**

Groups*

I say they sold your momma for a buffalo**

That’s the way it was.*

And your daddy, they sold him for one thin dime.

That’s what they did.

But, this nap come riding express,

Coming on across the ocean from Africa,

Wouldn’t stop for nothing.

Didn’t she come!

Danced right on through all the wimp hair.

Didn’t want it.

Wouldn’t stop, wouldn’t mix, and wouldn’t slow down for nobody.

Wouldn’t do it.

Every time they tried to mess with her hair.

I can see it.

She stomped it, kicked it, snuck on around and came on through.

That’s what that she and that nap did.

Think her playing football, basketball, or something

Yep.

Dribbling on down the line.

She’s the one.

And, when she was born,

We Remember

When we looked down on her in the cradle,

What did we see?

We all shout out and jumped back

Laugh and shout, because I tell you she had the kinkiest, nappiest, fuzziest, the most screwed up squeezed up, knotted up, tangled up, twisted up, nappiest, I’m telling you she had the nappiest hair that you ever done seen in your life.

That’s what it was.

And the Lord.

The Lord in heaven.

The Lord who brought the Israelites out of Egypt.

He looked down on this cute little brown baby girl and he said, “Well done!”

Nappy Hair is an empowering children’s book that reveals to the reader the beauty in possessing nappy hair, rather than what is perceived as “good” hair as some readers may have been taught. The term “good hair” reflects a Eurocentric image of fine and straight hair. The images children obtain from books have a powerful impact on their sense of self and their views of others. It is within this context that multicultural literature can offer children of color the opportunity to see themselves in the material they read. Nappy Hair and other multicultural books are beneficial to all children, regardless of cultural heritage. Other children can also learn to value the similarities and differences among people (Ford, Tyson, Howard, and Harris, 2000).

Conclusion

The ability to infuse Readers Theater and bibliotherapy with the aid of PowerPoint presentation can hone all students’ levels of cognition, reflection, and the ability to encourage discussions about race-related problems. In the same light, the blending of these mediums creates awareness that other people have similar experiences relative to race, not only Black and White Americans. Hence, readers are able to consider possible solutions with a futuristic and realistic orientation that can lead towards continued racial improvement.

It is within this context, that cultural literacy is a proactive tool for understanding self in relationship to the world that surrounds. At the same time, those who use these mediums to create cultural literacy must be aware of the growing and changing diversity and the history that has created issues of ethnocentrism, racism, segregation, and disenfranchisement. To acknowledge and understand the past is to move forward with greater understanding and awareness.

Readers Theater infuses literature that contains the usage of repetition and repetition hones retention (Flynn, 2004). Repetition and retention employ greater information processing and higher levels of cognition in domain specific areas such as race. For example, with Nappy Hair, as participants engagement of the refrain, there is a creation of understanding that surrounds the family’s joy of a nappy haired child, the beauty in texture of nappy hair, and the gift of nappy has created by God. Hence, student learning is increased as it relates to the chronicling history of race dynamics as well as gaining a deeper self-understanding about the self.

Finally, this teaching approach is exciting and engaging as it recognizes that children have varying learning styles. The manner in which to stimulate these varying learning styles are in fused in this activity that utilizes technology, visual, verbal, and musical abilities. Hence, students feel empowered when educators support cultural literacy.

References

Adbullah, M. H. (2002). Bilbliotherapy. Retrieved November 1, 2006, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/38/0c.pdf. ERIC Digest Document Reproduction Service N. ED470712.

Brandt, D. (2001). Literacy in American lives. Massachusetts: Cambridge University Press. Carrick, L.U. (2000). The effects of Readers Theatre on fluency and comprehension in fifth grade students in regular classrooms. Unpublished doctoral dissertation. Lehigh University. Bethlehem, Pennsylvania.Donnahue, P. L., Finnegan, R. J., Lutkus, A.S., Allen, N. L., & Campbell, J. R. (2001). The nation’s report card: Fourth-grade reading 2000 (NCES 2001-499). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics.Flynn, R.M. (2004, December). Curriculum-based Readers Theatre: Setting the Stage for Reading and Retention. The Reading Teacher, 58(4), 360–365. doi: 10.1598/RT.58.4.5.

Ford, D, Tyson, C., Howard, T., & Harris, J. (June, 2000). Multicultural literature and gifted Black students: Promoting self-understanding, Awareness, and Pride. Roeper Review, 22(4), 235-240

Freire, P., Macedo, D. (1987). Literacy: Reading the word & the world.South Hadley, Mass.: Bergin & Garvey Publishers, 1987.

Herron, C. (1997). Nappy hair. New York: Dragonfly Books.

Herbert, T. P.& Kent, R. (2000). Nurturing social and emotional development in gifted teenagers through you adult literature. Roeper Review, 22(3) 168-171. [EJ606 610]

Hirsch, E.D., Jr. (1987). Cultural literacy: What every American needs to know. Boston: Houghton Mifflin.

Hirsh, E.D. (1989). The primal scene of education. The New York Review of Books, 36(3) 29-35. 

McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. New york: The Guilford Press.

National Assessment of Educational Progress, (2000). National Center for Education Statistics. Washington, DC: U.S. Department of Education.

Prater, M.A. Joynstun, M. Dyches, T., & Johnstun, M.R. (Summer, 2006). Using children’s books as bibliotherapy for at-risk students: A guide for teachers. Preventing School Failure; ProQuest Education Journals 50(4) 5-13.

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This work is licensed by Celina Echols under a Creative Commons Attribution License (CC-BY 2.0), and is an Open Educational Resource.

Last edited by National Council of Professors of Educational Administration on Nov 9, 2007 11:05 am US/Central.