<![CDATA[Texas Association for Literacy Education - Advocacy Development Blog]]>Thu, 14 May 2026 13:08:13 -0600Weebly<![CDATA[Rebuilding a Classroom Library]]>Tue, 07 Sep 2021 22:39:02 GMThttps://www.texasreaders.org/advocacy-development-blog/rebuilding-a-classroom-libraryIleana Jennings

Ileana teaches secondary English in the panhandle of Texas.

Everything was ready. After saving the money from stipends, requesting district funds, and several grant requests, I had gathered at least three books for each of my targeted racial groups.  There were books by both male and many female books representing Black, Hispanic, Asian, Indigenous, physical and emotional different abilities, and people in the LGBTQI spectrum.  I was excited.  Then I started shelving the glorious new books. 
    Not bragging, but I had ten bookcases full of books, divided by genres, like a real library. I have revelled in building my classroom library.  It has been a joy for me. So many books I had found in bargain bins and garage sales.  Others came to me as teachers retired or moved away. Some had been bought brand new.  I have spent countless hours organizing and planning around these beautiful tomes.  They were the jewels in my teacher's crown. 
But on this day I noticed something revelatory in my library; two-thirds of my books were written by white men.  Books about Vietnam and India: written by a white man.  Books about Hispanic females: written by a white man. Books about African Americans and Africans: written by a white man. So much white perspective of other races and cultures, and very little authentic perspective was represented.  
Don’t get me wrong, I love many of these authors. I am white.  It never occurred to me the complete imbalance of the texts I was offering. I had already tried to ensure that my library was balanced between male and female authors, now I realized I needed to do more.  
So, I took every book off the shelves that were written by a white author.  I covered four tables with these books.  I took the rest of the books off and labelled them based on race and culture. Then I divided every table by sexual identity: male/female.  Next, I divided each race and culture group by the genre’s we all know.  
Then I reshelved.  Then I cried.  I had six book shelves full of books written by white authors.   My campus is 70% Hispanic and 10% Black. I needed to do better.   How can my students find mirrors of their own life in the books I had to offer?   There were many texts that offered foggy windows for them to find systemic whiteness of the American education system. I had to do better.
So, I reorganized by library based on race/culture of the text, followed by the sex of the author and finally by genre.  
Everything changed.  My students started the 2020-2021 school year looking for books on the shelf that mirrored their own culture.  Next book club round they were to find windows into other cultures very diverse from their own.  That was the important part, from there they could choose whatever fiction or nonfiction they chose, but the racec/culture of the author was the guiding force. 
I did two Donors Choose book grants getting more and more of the books my library needed. It’s not enough, but it was a start. Since each race/culture has its own bookcase, it is all too apparent which cultures are represented with abundance and which need shoring up.  
This opened many conversations with my administration and my fellow teachers. Some were supportive and others were perplexed that genre specific book study had been put aside.  For me, this felt right.  I was honoring my students in the best way I could using my curriculum. I felt charged to gather as many more books written by people of diverse cultures.  I was on a new mission to decolonize my library.  
I will continue to rebuild.

References
FreedomReading, A. H. (2019, January 17). Windows, Mirrors, and Sliding Doors. Retrieved from https://ncte.org/blog/2016/02/windows-mirrors-sliding-doors/
What It Means to Decolonize the Library. (n.d.). Retrieved from https://www.publishersweekly.com/pw/by-topic/industry-news/libraries/article/85127-what-it-means-to-decolonize-the-library.html

]]><![CDATA[Leadership in Literacy Award Deadline Extended!]]>Tue, 30 Mar 2021 17:53:12 GMThttps://www.texasreaders.org/advocacy-development-blog/leadership-in-literacy-award-deadline-extendedAttention TALE Members and ALL Texas Literacy Educators and Supporters!
Do you know someone who works in a K-12 school district as an educator, administrator, instructional coach, curriculum leader, or other outstanding literacy leader? We are seeking nominations for our 2020 - 2021 Leadership in Literacy Award! Nominees do not have to be a member of TALE to qualify for our award. 

Nominations can be made by filling out this form. The deadline for nominations is April 15, 2021. The winner will be announced during Teacher Appreciation Week!

Thank you for all you do for literacy in Texas each and every day!

Sara Ranzau, Ed.D.
Advocacy Committee Director
Follow us on Twitter: @AdvocacyTale
www.texasreaders.org]]><![CDATA[Advocacy Alert]]>Tue, 30 Mar 2021 17:52:19 GMThttps://www.texasreaders.org/advocacy-development-blog/advocacy-alertTALE Members,
The House Education Committee held discussions this morning on HB2344: Relating to the assessment of writing performance for public school students where classroom writing portfolios can and will be used as a method to assess writing performance in English I and English II EOC exams. To view the bill, click here.

If you feel the desire to reach out to your local representatives, their contact information can be found here: https://capitol.texas.gov/Members/Members.aspx?Chamber=H]]><![CDATA[ILA Advocacy Award Winners]]>Wed, 29 Jul 2020 17:13:08 GMThttps://www.texasreaders.org/advocacy-development-blog/ila-advocacy-award-winnersThe Advocacy Committee was notified in April that they won the ILA Advocacy Award for the fifth year in a row! We are very pleased to have the work of the committee and TALE members recognized. 

Our goal this year is to help educators discover or reinforce ways they can advocate for literacy for themselves, their classrooms, and their communities. One way for us to do that is by building our Twitter life (@AdvocacyTALE). Each month we are focusing on one aspect of literacy and sending out tweets. In May, we are focusing on summer reading - something that is sure to see a change during all of the COVID-19 distance learning. Another part of that is a potential partnership with Raise Your Hand Texas to help educators expand their understanding of advocating for our selves.

We would also like to welcome several new members to our committee: Jayne Latty, Bonnie Reyes, and Elena Guerrero. If you would like to be involved in our work, please email us: taleadvocacydevelopment@gmail.com]]><![CDATA[International Literacy Day]]>Mon, 24 Aug 2015 16:04:39 GMThttps://www.texasreaders.org/advocacy-development-blog/international-literacy-dayTuesday, September 8 is International Literacy Day! Do you know how you are celebrating yet? Take this opportunity to be a literacy advocate and communicate the importance of literacy!

Do you need ideas? Check out these links:

http://www.literacyworldwide.org/about-us/news-events/international-literacy-day

http://internationalliteracyday.org/

Please also share your ideas with others! Post your celebration ideas and events on our Facebook page and share with your Twitter PLN (don't forget to #TXLiteracyEd)!

]]><![CDATA[PRELIMINARY REPORT ON TEACHER PREPARATION FOR LITERACY INSTRUCTION]]>Thu, 20 Aug 2015 16:06:47 GMThttps://www.texasreaders.org/advocacy-development-blog/preliminary-report-on-teacher-preparation-for-literacy-instructionFollow this link for the full report
 http://literacyworldwide.org/docs/default-source/where-we-stand/teacher-preparation-report.pdf
]]><![CDATA[ELAR TEKS UPDATE]]>Thu, 16 Jul 2015 18:30:18 GMThttps://www.texasreaders.org/advocacy-development-blog/elar-teks-updateTALE Community,

I just wanted to give an update on the testimony given yesterday to the SBOE regarding the next revisions to the ELAR TEKS.  Robbie and I were both present.

First, this was a wonderful joint effort by the other literacy organizations in Texas. We put in a lot of man hours to craft what standards in Texas would look like to be interconnected 21st century literacies, less burdensome for teachers, prepare students to be college and career readiness, and align better with assessments...but I feel we hit the nail right on the head! The suggested framework was very well received by the members of the board. They all agreed that it would be sent to the Expert Reviewers. What will be decided on Friday will be whether it stays as just a resource for the writing committees or if it will actually be used as THE framework for the TEKS.  Wow, WOW! I am still riding my happy wave that we have been able to make such an impact on these revisions. Even some of the most steadfast members of the board were complementary of the framework and its potential influence on the changes to literacy in Texas. The coalition was also asked to be available during the review to offer suggestions along the way.

I have attached three documents for you to look over.  You will find the Framework, the Joint Letter of Agreement from the coalition members, and the transcript of the testimony given by us. We had asked to be able to speak one after each other so we could build our case.

Here is a link to watch the testimony. I know you are busy but it is really unbelievable! Especially during the question/answer part after the four of us presented. http://streaming.aanet.org/ramgen/tea/TEA_FB071515-3.rm

September will be the next board meeting, and I will keep you updated as well at that time.

Kind regards,

Tricia

Attachments:

Framework
Joint Statement
Collective Speeches

]]><![CDATA[Overview of Legislation ]]>Wed, 08 Jul 2015 16:15:57 GMThttps://www.texasreaders.org/advocacy-development-blog/overview-of-legislationClick the link below to download:

The 84th Legislature: Policy Changes Affecting Public Schools
UT/TASA Summer Conference
June 2015]]><![CDATA[June 21, 2015 Legislative Session ]]>Wed, 01 Jul 2015 19:59:57 GMThttps://www.texasreaders.org/advocacy-development-blog/june-21-2015-legislative-sessionTALE Members,

Sunday,  June 21, 2015, was the last day for Governor Greg Abbott to veto or sign bills into law that had passed during the regular legislative session. The following is a final updated list of bills that related to literacy education:

HB 1164
Relating to requiring the Texas Education Agency to conduct a study to develop a writing assessment method for public school students and establish a pilot program to administer the assessment method developed.
Effective 9-1-2015

HB 743
Relating to the essential knowledge and skills of the required public school curriculum and to certain assessment instruments for public school students.
Effective immediately

SB 925
Relating to providing training academies for public school teachers who provide reading instruction to students in kindergarten through grade three.
Effective immediately

SB 935
Relating to the establishment of a reading excellence team pilot program.
Effective immediately

SB 972
Relating to training academies for public school teachers who provide reading comprehension instruction to students in grades four and five.
Effective immediately


HB 4
Relating to prekindergarten, including a high quality prekindergarten grant program provided by public school districts.
Effective immediately

Please note that Governor Abbott vetoed SB 313, which provided for (a) a review of the TEKS and (b) more flexibility for school districts in purchasing instructional materials. Governor Abbott issued the following statement:

Pursuant to Article IV, Section 14, of the Texas Constitution, I, Greg Abbott, Governor of Texas, do hereby disapprove of and veto Senate Bill No. 313 as passed by the Eighty-Fourth Texas Legislature, Regular Session, because of the following objections:

While Senate Bill 313 is intended to provide additional flexibility to school districts when purchasing classroom instructional materials, the bill potentially restricts the ability of the State Board of Education to address the needs of Texas classrooms. Portions of Senate Bill 313 may have merit, but serious concerns were raised about other parts of the bill. I look forward to working with the Legislature and other stakeholders to ensure this issue is vigorously evaluated before next Session.

Since the Eighty-Fourth Texas Legislature, Regular Session, by its adjournment has prevented the return of this bill, I am filing these objections in the office of the Secretary of State and giving notice thereof by this public proclamation according to the aforementioned constitutional provision.


Additional information related to all bills from this legislative session may accessed at: http://www.legis.state.tx.us/MnuLegislation.aspx

 

Thank you in advance for your advocacy efforts TALE members! TALE's Advocacy Committee is documenting all advocacy efforts, so we encourage you to submit any advocacy communications you send or receive to: laurie_a_sharp@yahoo.com

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