Showcase
Pursuing my master's degree at MSU has allowed me to rediscover my love for reading and writing. With a concentration in Literacy Education, I dove headfirst into these twin passions; taking courses in Literature and Film, Writing Instruction, and Children's Classics.
This page is my Showcase, a selection of work from across these courses that I feel best represent the knowledge I've acquired and my development as a writer and critical reader. Each essay or project was crucial to my growth, and pushed me to reconsider my beliefs about three separate categories: Literature, Film, and Leadership.
In selecting work for this page, I placed the assignments into the category where I felt I learned, or grew, the most. I am very proud of these essays and projects. I know I have become a better writer, reader, student, and person because of them.
Literature
My concentration within my master's was Literacy Education. I took five courses related to literature, writing, and reading, and the instruction or assessment of each one. Within each course, my reading skills and analysis improved, as well as my understanding of the writing process, academic writing, and teaching writing.
Awards & Classics in Children's Literature
Write a Children's Book
"The Storyteller"
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I had the opportunity to pen my own children's book for an assignment. I worked on simple wording, vivid vocabulary, and short phrases. In the project, I was able to express my creativity and reflect on the various aspects of classics in children's literature. But, I also discovered that writing children's literature was much more challenging than I expected!
Methods and Materials for Teaching Children’s and Adolescent Literature
Why Do We Read?
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"Literature is created for all of us, linking us together in our common humanity, and yet understood differently by each of us—the experience of reading is as unique as every fallen snowflake. I think that maybe we read because we are born with the urge to; it is an ingrained part of our make up to seek out stories, ideas, sense-making."
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In reflecting upon teaching literature, I was given the freedom to explore my thoughts on why I read, assumptions about readers and interpretations of themes, and how I would teach literature. This highlights my developing critical thinking and my writing skills.
Methods and Materials for Teaching Children’s and Adolescent Literature
How to Choose the Literature We Teach
"The literature in my future classroom, whatever that class may look like, will be chosen based on one word: growth. This, to me, is the perfect word to describe the possibilities, the promises, of literature."
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In my final reflection for my favorite course, I had to produce an essay that explained how I would select literature to teach in my future classroom. I narrowed that my "how" down to one word: growth. In both an internal sense, the identities we bring with us to reading, and in a collective sense, the curiosity and empathy we show for others and diverse stories, reading is all about growth. This reflection is my beginning of a classroom philosophy, as it relates to reading literature.
​Writing Assessment and Instruction
What a Writer Needs
"For both writing and teaching writing—and even life—taking risks ensures we never remain surrounded merely by the familiar."
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I did a book review on What a Writer Needs by Ralph Fletcher and utilized his advice to craft how I would choose to teach writing as a future teacher. His book showed me the importance of "teacher-writers," or educators who understand the value of writing themselves and have a passion for it in order to better guide their classrooms. I developed my writing style and voice in this essay, as well as the first seedlings of a teaching philosophy.
Film
One of the more interesting intersections of studying literature in the MAED program was studying the adaptations of literature into other mediums. I had two courses that studied literature and film and what that meant for children's literature specifically. I learned about the complicated history of awards in children's literature, the tension and conflict that arises between adaptations and their source material, and the issue with defining the audience of children's literature (who gets to decide what is appropriate to teach and label a "classic"?).
​Children’s Literature in Film
"Reading" a Movie Discussions
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I read and watched seven sets of classic books and their film adaptations. For each film, the class discussed film techniques, fidelity to the text, and intended audiences. My knowledge about analyzing film deepened, and I was introduced to the complicated world of adapting children's classics into films. I now know how to analyze film and film adaptations and can understand the issues surrounding adaptations, novelty, and fidelity in media.
Awards and Classics of Children’s Literature
When a Classic Becomes a Film
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"While The Hobbit was intended by Tolkien to be a children’s story, and is still widely considered a classic in young adult literature, Jackson’s adaptations can only be labeled as adult-geared films. [...] This adaptation is not inherently a 'bad' thing; however, it does take away from and degrade the definition of the book as a classic in children’s literature due to its additions of violence and darker themes."
I had to contend with the concepts of classic stories, adaptability, fidelity, the "superiority" of text compared to film, and theme for this final reflective essay. It forced me to consider how I defined children's classic literature, if I valued books over film adaptations, and the highly contentious relationship that exists between the two in popular culture and studies. I know how to analyze and discuss children's awards, children's classics, and the criteria for each. This was the beginning of my deeper textual analysis that became a true skill throughout my studies.
Leadership
A teacher is a leader in their classroom. They can be a leader amongst their peers and in their schools, as well. They set the culture of their classrooms and have the power to shape, mold, and inspire their students. Teachers must not only concern themselves with their leadership of others; they must also reflect and learn how to "lead" themselves, too.
Educational Inquiry
A Look Within First
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What is the relationship between technology and intelligence? And what does that mean for teachers? In my final paper, I reflected upon these questions and realized I had to take the lead with my own education and development, and build a space for self-reflection in my life, in order to become a more informed and competent educator. I now know the role I want technology and change to play in my future classroom, and how they each individually will influence my teaching philosophy.
Leadership and Organizational Development
Leadership Case Study
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I presented a leadership case study as my final project to demonstrate my knowledge acquisition about organizational leadership, organizational problems, leadership styles, and leadership solutions. I will be able to apply these lessons to any organization I am a part of in the future. Click below to watch my leadership presentation!
Language Diversity and Literacy Instruction Assessment
Designing a Workshop on Culturally Responsive Teaching
I designed a workshop for fellow educators on cross-cultural respect, cultural responsiveness, and student engagement. As part of my final project, I created a presentation, a handout, and an ice breaker to give as part of an educational opportunity for other educators and professionals. This was a challenging assignment that pushed me out of my comfort zone in creating a professional development workshop rooted in concepts I'd never before learned about.