Reading NCTE‘s media education statement made me think a bit differently about what it means to teach literacy. It's not just about reading books or writing essays anymore, but also about helping students analyze media, question who created it, and understand the powers behind it. Teaching media literacy is not extra, it is essential if we want students to navigate the world with clarity and critical thinking skills.
Reading What the Fact? also made me rethink how I want to teach nonfiction and research. Media literacy is a life skill, and is one of the most important things we will teach our students. I love how Yasmin gives students strategies they can actually use. I could imagine building a research unit around this, or pairing it with current events to help students question what they read and where it comes from.
What I really appreciated about What the Fact? is how Yasmin takes such a heavy, complex topic like misinformation and makes it accessible and easy to read. The tone is smart but never preachy, and the visuals help break things down. This is the kind of nonfiction I wish I had as a student. It respects readers and gives them real tools to think critically about the information they see every day.
NCTE Intellectual Freedom Center
The NCTE Intellectual Freedom Center is such a great resource for English teachers. I had browsed their website before, but didn't realize that they offer real guidance for dealing with censorship. The action kit and database feel especially useful right now. It's comforting to know there is a place backing teachers up when these tough conversations come into the classroom.
Pen America “Banned In the USA“
Just looked through Pen America‘s “Banned in the USA” report and it's astounding how many books are being pulled, without any real process. Of course, many of the titles deal with identity, race, and queerness. It's not just bans but the quiet removals too. Makes you think about who gets to decide what stories are appropriate and what voices do or don't matter in schools.
Reading “Mexikid“ right after reading other graphic novels like “Baddawi“ and “Zahra‘s Paradise“ for another class really made me think about how different stories use visuals to explore identity and history. Unlike the heavier political themes in those books, “Mexikid“ feels more personal, but still carries a lot of emotional weight. It reminded me how graphic novels can capture these family and cultural experiences in a completely unique way.
Diverse Books Website
I spent some time going through diversebooks.org, and what stood out most was how practical it all is. It goes further than just talking about the need for representation and is actually helping teachers and readers find those stories. The site feels grounded in real classroom needs, and tools like book lists and grants seem to make it easier to go beyond the typical curriculum.
Comics in the Classroom
Just wrapped a postcolonial lit class focused on comics, and I‘m more convinced than ever that comics have a powerful place in the classroom. They can be used to explore complex ideas like identity, culture, and resistance in an accessible way. Especially for postcolonial stories, the visual form gives voice to perspectives that are often marginalized. Some books I'd recommend reading are “Baddawi“ or “Guantanmo Kid“.
