Category Archives: literacy

Book Announcement: Critical Foundations In Young Adult Literature

I am thrilled to announce the release of my first book, Critical Foundations in Young Adult Literature: Challenging Genres, from Sense Publishers.

Here is the book description:

Young Adult literature, from The Outsiders to Harry Potter, has helped shape the cultural landscape for adolescents perhaps more than any other form of consumable media in the twentieth and twenty-first century. With the rise of mega blockbuster films based on these books in recent years, the young adult genre is being co-opted by curious adult readers and by Hollywood producers. However, while the genre may be getting more readers than ever before, Young Adult literature remains exclusionary and problematic: few titles feature historically marginalized individuals, the books present heteronormative perspectives, and gender stereotypes continue to persist.

Taking a critical approach, Critical Foundations in Young Adult Literature: Challenging Genres offers educators, youth librarians, and students a set of strategies for unpacking, challenging, and transforming the assumptions of some of the genre’s most popular titles. Pushing the genre forward, Antero Garcia builds on his experiences as a former high school teacher to offer strategies for integrating Young Adult literature in a contemporary critical pedagogy through the use of participatory media.

Table of Contents

Preface. Young Adult Literature Comes of Age: The Blurring of Genre
in Popular Entertainment [Written by Paul Thomas]

Introduction. Reading Unease: Just Who, Exactly, Is Young Adult
Literature Made For?

1. Capitalism, Hollywood, and Adult Appropriation of Young
Adult Literature: The Harry Potter Effect

2. More than Mango Street: Race, Multiculturalism and YA

3. Outsiders?: Exclusion and Post-Colonial Theory

4. Gender and Sexuality and YA: Constructions of Identity and Gender

5. Pedagogy of the Demonically Possessed: Critical Pedagogy
and Popular Literature

6. Grassroots YA: Don’t Forget to Be Awesome

Conclusion. YA and the “Emerging Self”: Looking Ahead at the Genre
and Our Classrooms

When I started writing this book a year and a half ago, my goal was to help educators and librarians make sense of the shifting nature of young adult literature. I attempted to take a theoretical approach to this task while also making theory as accessible for readers as possible. My intention was for readers to be able to utilize feminism or critical race theory or post-colonialism as a means of inciting dialogue in classrooms with youth.

I will be sharing excerpts from the book in the future and would love to engage in constructive dialogue with any readers, YA classes, or preservice teacher educators. The book is part of Sense’s Critical Literacy Teaching Series edited by by Paul Thomas and builds on critical theory to illuminate for teachers, librarians, and preservice teacher educators the ways young adult literature is a genre in flux.

Note: The book details and critiques the capitalist history that created the YA genre. Fittingly, I would highly encourage you to buy as many copies of this book as you possibly can (or at least kindly ask your library to order a copy).

Same Table, Different Game: Role-Playing and Differentiation

[This is likely one in a slew of forthcoming posts related to role playing games, learning, literacies, and performance. These are exploratory in nature and a space for me to write through some of the topics I’ve been thinking about in this area. Feedback and pushback are welcomed.]

I’m reading a recently released book about the history of Dungeons and Dragons called Of Dice and Men by David Ewalt. I appreciate the accessibility of the text as a way to describe what could happen within a role-playing game. I think Ewalt’s book offers a good introduction but will also likely be read primarily by people already intimately familiar with the polyhedral dice and tomes of rules charts he carefully contextualizes; as accessible as the book is, it’s not going to turn the world of gaming on its head. Which is tricky… because most people probably see D&D more like this.

A month or so ago, when I came home from an evening playing Pathfinder, Ally asked me, “So, what do you do when you play?” I’ve been struggling with an answer to this: I think there is an assumption that all role-playing looks like the live action sort a la Role Models. And actually, I think the endearing, epic ending of Freaks and Geeks is a good primer of what typical role-playing looks like. (Leave it to James Franco to help clearly explain nerd culture to the masses.)

As I’m reading Ewalt’s book, I’m reminded that even with five or six or seven people all sitting around and playing the same campaign, they may all be playing a different game. For instance, Ewalt notes that “at the most fundamental level, a PC is defined by a bunch of numbers written down on piece of paper–the DNA of an imaginary person” [emphasis mine]. And that’s not really how I see it. In my current Pathfinder game, I’m less interested in the stats that I search for on my page than I am with who my character is in regards to his traits, disposition, outlook on the world. For instance, I might be playing a paranoid thief that gets a little flighty when confrontation arises (which is often). Instead of chasing down villains, it could be entirely in-character for my character to run away: the numbers that frame an abstract set of skills are less important to me than the characterization of how this character behaves.

That doesn’t mean Ewalt’s wrong, it means people around a gaming table are playing different and parallel games. For instance, at the same Pathfinder game, there are players who have made uber-fighters and badass spellcasters. Don’t mess with them: they’re really good at using the game mechanics to ensure that battles end in their favor. This is the game they are playing. Like Ewalt they are defining their characters by “a bunch of numbers.”

I want to emphasize that neither approach is “the right way” to play. Some gamers I’ve played with have spoken disdainfully of the “roll”-players in comparison to the “role”-players: they see gaming as the co-construction of a fulfilling narrative. Others see gaming as building the best and most epic character ever. The name, the behavior, and the backstory aren’t so important. Many people find a balance.

Having to figure out what players want and their own narrative goals, the Game Master (GM) must figure out how to help meet the various needs and interests of those around a table. It’s a tricky proposition to differentiate the needs of players and the parallels between a GM and a teacher are significant (and will be discussed in an upcoming post).

When we ran the Black Cloud game in my classroom several years ago, I noticed that students enjoyed the game for different reasons: several students focused on the story of a cloud gaining consciousness and communicating with it. Some students wanted to “win” by finding the most pufftron sensors in their community. Some students were most interested in the environmental concerns and addressing real world health issues based on data. Regardless of what attracted students to the curricular unit/alternate reality game the same things took place. How students took up the data and story and competitive elements (and standards-aligned English-y “stuff”) reflected the parallel and differentiated spaces for literacy exploration.

As I continue delving into RPG-related research, I’m struck by how complex systems of rules deliver content that is interpreted and enacted upon based on the interests of individuals. When we play Monopoly we (usually) play it in the same way every time. When we play Pathfinder or Fate Core or Savage Worlds, each of us have different interests and goals and they all intersect over the course of several hours of dialogue, dice rolling, and identity formation.

Trust and Mobile Media Use In Schools

I have an article in the most recent issue of The Educational Forum. Like this post, it is titled “Trust and Mobile Media Use in Schools.” The article is a part of a special issue focused on New Literacies. The article can be found here.

Abstract:

This article shares findings from a year-long study about social practices of high school youth with mobile devices during school time. In particular, this study found that students see their school time as fluidly social and academic. Educators and policy-makers need to carefully consider these social practices when preparing 21st century youth for engaging with technology in responsible and meaningful ways beyond their time in school.

Upcoming Lecture Alert

On Tuesday, October 16 I’ll be speaking at Scripps College as a part of their Social Media/Social Change series. Hopefully this will be less a lecture and more a dialogue. The talk is titled “Control, Resistance and Play: a Discussion of Mobile Media, Pedagogy and Civic Engagement in Public Schools” and will extending work conducted while still teaching in South Central with some of the research I’ve been analyzing since the summer. Joining me for part of the talk, Mark Gomez (aka my ongoing nemesis) will be sharing work happening at the Critical Design and Gaming School in South Central.

The talk is free and open to the public. Info can be found here. If you’re in the Claremont/L.A. area come say hello!

The Thank Tank Returns. Feed the Thank Tank.

After a brief hiatus, the Thank Tank has returned.

Please review the very short instructions in the video below.

Thank Tank Instructions from Antero Garcia on Vimeo.

The Thank Tank can be fed by following the proper post-it not protocol and dropping off your thanks or mailing them to:

Antero Garcia
English Department, CSU
359 Eddy Building
Campus Delivery 1773
Fort Collins, CO 80523-1773

 

Slow in gestating, the Thank Tank will be birthing guidance once it receives enough notes. Where will the Thank Tank guide us?

Where will we go? Help us get there.

“Imagine your thanks

filling a tank,

a room,

your room,

our lives,

charting a map of our past,

a history of interactions.”

New Column in English Journal

Just a quick note that I have a column in the current issue of English Journal. It’s titled “‘Like Reading’ and Literacy Challenges in a Digital Age.”

The article describes how my ninth graders challenged my understanding of literacies today, the pedagogy of reading audiobooks, and how a 90 year old poem is changing today.

If you’re a subscriber, you can read it here.

Rhizomatic Listening: On Shuffling Audiobooks

While in Los Angeles, I spent a lot of time sitting in traffic. Directly related to this, I spent a lot of time sitting in traffic listening to audiobooks. At one point, I got frustrated with the insanely slooooow pace at which most book are narrated that I started listening to audiobooks at double speed. The shift is disorienting at first, listening to a reader spin manically into hyper-speed. The thing is, I can only (easily) do that with books I download from Audible. CDs checked out from the library and MP3s I download have to go through a lengthy process to be considered “books” by my iPhone and are treated like music files, which is where things get interesting …

See, for a long time I resisted the shift from listening to an album to listening to individual tracks. But somewhere in the early 2000s I caved and my iPod is now filled with a rotating repertoire of evolving playlists created for specific times, moods, and places:

The success of these playlists is contingent on the iPod’s shuffle function:

Each playlist preserves a feeling, but never the exact same experience.

The thing is, if I switched from listening to a playlist to an audiobook, I would often forget to turn off the shuffle button. For books that are downloaded in Audiobook, again this can’t happen and even if it did it wouldn’t matter as much. Take for example a couple of YA books I purchased on Audible:

Each of these is a relatively short book and is downloaded (and consumed) as a single file. Rats Saw God is a solid uninterrupted 6 hour and 24 minute listen (or, if you’re like me, a 3 hour and 12 minute listen).

Even if you wanted to shuffle these books, you couldn’t. They are single files. It would be like creating a playlist with one song and hitting shuffle:

A Feast for Crows, a much longer book (topping out just under 38/19 hours of listening time) is downloaded as four separate files. You could shuffle these 8 hour tracks, but the narrative will have progressed so far ahead that it will become immediately obvious when the four chunks are not played in the correct order.

 

However, let’s take a CD or MP3 example. I bought a (DRM-free!) copy of Doctorow’s For The Win sometime last year. It is downloaded as a series of MP3s that can be easily burned to 13 discs. That’s a lot of MP3s:

If I don’t import these into a playlist in the correct order the 3 or 5 minute files will play in a haphazard fashion, creating a new narrative line not intended by the author.

And this is what I’ve been thinking about: the shift in narrative as a result of audio shuffle. Though time is cyclical for me (It’s morning then night and I eat breakfast and then lunch and then dinner and go to sleep), the ways I perceive and work throughout the day are anything but (I open Word to start writing and then get a cup of coffee and check my phone and write a paragraph and read a chapter of a book and then delete that paragraph and write a title for the Word document and yell at the dog for barking and then add a new sentence and then put on some music which reminds me to see if Martha Wainwright has a new album anytime soon-she does not-and then I start chatting with a friend online … and eventually write something of substance in the Word file).

Some novels incorporate the chance-element of shuffle into their structure. But they’re usually experimental and unfulfilling as traditional narratives. B.S. Johnson’s The Unfortunates gets close. It’s a series of pamphlets that are shuffled together to create a new novel for each reading:

Cortazar’s Hopscotch supposedly works in random-ish order.

I think a more controlled chaos could also work. I think of the three parts of Skippy Dies and, considering Paul Murray tells you exactly what happens by the end of the book in the title, wonder how my experience would be altered if I shuffled the three parts of the books. Ditto the five parts (and three bound volumes) of Bolano’s 2666.

 

I think of Deleuze and Guittari’s notion of the rhizome. A model for looking at research and culture, the notion of the rhizome differs significantly from traditional tree-like hierarchies. Seeing multiple points of entry and exploration, they write that “any point of a rhizome can be connected to anything other, and must be.” The world is shuffled. We curate rhizomatic experience everytime we create a playlist – a digital piñata of randomly falling sonic riches.

What would happen if I were able to curate my reading library and create a playlist?

“Today I feel like reading a Murakami playlist-not an anthology-but a new Murakami narrative shuffled only for me” or “I’m going to cozy up with a read-list of contemporary Russian authors in translation.” Or “You know, I feel like a discordant mix of John Ashberry and Shel Silverstein.”

Music products are being produced in this way now:

The latest release from Nicholas Jaar (on the right) is a cube of music with two headphone inputs. Listeners are subjected randomly to the tracks stored in the device’s memory. Pragmatically, I won’t know which song is up next or even what it may be called.

A rhizomatic listening experience is one that can be parsed every which way. Purists (myself included) would argue that this is a bastardization of the art form. “Hendrix wanted you to listen all the way through, man.” And they/we’re right. But it seems like print culture can by shuffled in ways to create new narratives budding from the old.

Adolescent Literature and Asking The Experts for Recommendations

Do you know about Figment? It’s a reading and writing community for primarily young adults. And it’s awesome.

In any case, one of the first courses I’ll be teaching at Colorado State next year is focused on adolescent literature. Asking an avid YA-reading community like Figment to help develop the reading list for the course seemed like a no-brainer. So far, I’ve been thrilled with the suggestions and feedback that the Figment community has provided. I’ll be finalizing the reading list at the beginning of next month, so feel free to add your suggestions if you have not already.

Also, as I mention in the thread, I am anticipating having the CSU students interact with the Figment community through the site’s “groups” feature. I will be posting information about ways to participate in the class once it begins in the fall.

The Mystery of Willis Earl Beal and the Bread Crumbs of Digital Media

It started innocently enough.

It started like this:

Scrounging around the hipster fodder of Pitchfork, I read about and streamed a new track by an unknown singer.

Intrigued, I did a quick Google search.

I read an article that described the outsider artist that only left me with more questions.

I picked up my phone and dialed the phone number that is scrawled along his album art.

No one answered.

I did another Google search and was floored by a YouTube video:

I clicked another link and was floored again:

And then found performances with a band:

Same Old Tears written & performed by Willis Earl Beal from j. harley on Vimeo.

I looked around for copies of the Found Magazine package that was released in limited quantities by Found, Quimby’s, and Ebay all proved to have nothing (though the cover of Found #7 is another Beals artifact).

And then I found copies of visual and narrative art supposedly by the same person.

Did I mention there is a website with even less information?

At the end of the day, I began wondering how much of the enigma of Willis Earl Beal is marketing for his forthcoming major-label debut?

Even the Roots have tweeted about the simmering response he is sure to receive by mainstream media.

Aside from providing a glimmer into my browsing and listening habits in the early days of 2012, I describe all of this to illustrate the changes in information seeking for me. Growing up, musical discoveries were the banal clichés many probably go through. I felt like an insider because I was listening to Velvet Underground and Nico because of the opening pages of Please Kill Me. Likewise, Our Band Could Be Your Life made Mission of Burma a staple in my college listening habits. I “discovered” Yo La Tengo because of … a featured review in Rolling Stone. Before the Internet allowed me to dig toward a more personally curated music repertoire, things like the Factsheet Five guided me toward specific forms of listening.

That an outsider artist like Beal has a significant stream of online media is unsurprising. The machine of online rumor, gossip, otaku fandom, and marketing make someone like Beal an irresistible tidbit to tweet or share in online spaces. What is significant, however, is just how much of a dead end Beal’s online presence has led me. Despite all of the links of information I’ve found. I feel like I still haven’t been able to find out who Beal is beyond a superficial context. I have only found a limited amount of his work and–gasp–I haven’t been able to support this artist’s work or financially invest in a download or physical purchase (aside from the print-to-order art books noted above). That’s not to say that this won’t significantly change in the near future, but I find Beal’s present case an interesting one contextually. In a time when bands regularly give away more music than people can keep up with Beal sparks my interest because of the dearth of content surrounding him.

This process of seek and stream and download is a relatively new one. It’s a process that interlinks search queries with media consumption, participation within affinity groups and individual focused engagement. As I occasionally felt frustrated at not finding the results I sought, I wondered if I was doing things correctly. As digital literacies exhibit a confluence of different skills happening concurrently, self reflecting on a process like diving into the Beals mystery are useful in recognizing changes in day-to-day online practice.