Blog Post #7: Rethinking Media and Popular Culture Book | Free Choice

Chosen Reading: “Marketing American Girlhood” by Elizabeth Marshall

Overview: Elizabeth Marshall explored the true motivations and marketing strategies of American Girl Dolls (linked it here in case you wanted to take a peek at the website for your own reference).

This article caught my interest, as I have 11 of them in my own closet stored up for who knows what (I recognize this is a large number of expensive dolls). I was interested to see how my own childhood would possibly be reframed from Marshall’s insights. I was ready to be potentially disturbed and kept an open mind about what I was about to read. Spoiler: It is as disappointing as I thought it would be.

To recap Marshall’s American Girl history summary and for those unfamiliar with the dolls:

• American Girl LLC was founded by Pleasant Rowland - a Wisconsin teacher that wanted to show America’s past history for young girls. The company was sold in 1998 to Mattel Inc.

• First direct-mail catalog was published in 1986 and is currently top 10 selling catalog 

• Marketed products towards ages 7-12 (and now 8+)

• The stores are a full experience (you can take them to tea, the salon, etc.)

• The company sells dolls, books, and accessories. They also have films. 

Firstly, Marshall claims that “...any potential radical lessons imparted by the dolls and associated materials are short-circuited through the use of historical fiction to deliver traditional lessons about what girls can and should do” (page 132). Looking back, I can see this. I remember reading books about Kit, Julie, and Emily (Molly’s friend) and a lot of them never went anywhere substantial beyond being a good citizen or being a helping friend in need. While the stories highlighted adventure, the messaging lost its opportunity to go deeper into the historical context of the time. Marshall describes these limitations of the stories in the following way, “The historical fictions encourage a limited independent and emphasize conventional “good girl” behaviors” (page 132). 

One of the bigger criticisms (and arguably so!) is the superficial nature of exploring different cultures. Marshall discusses Kaya (Native American), Addy (African American), and Josefina (Mexican). Ultimately, Marshall discusses how their stories are filtered through white consciousness, which was a prior claim made by Beverly Slapin in 2007. Furthermore, the look historical context provided within the books (that come with the dolls) provide an overview of American history in a general sense instead of focusing on women and avoids getting into the weeds of racial and gender discrimination. Marshall explains that the marketability of showing diverse history for all girls and a display of girlhood is a facade above the underlying truth of a superficial corporation trying to draw money from their pockets. This was further illustrated when she asked children who played with the dolls what they liked most about them and they told her how much they loved the cool stuff and the catalog - consumerism in a nutshell! 

I would definitely have to agree with Marshall. Looking back, I can surely remember more about the outfits that I liked to dress them in than the plot of the books that came with them. I may remember and know the decade and time period they represent, but the consumerism runs stronger. So strong that when I wrote “11 dolls” earlier I cringed and felt a sense of shame. Obviously, I was a kid so there is a little less shame. However, it does not erase the fact that I am viewing this company through a different lens. While I always knew their prices were high and that they loved to make their money, I have a new perspective on how their marketing strategy truly works in the realm of performative activism. 

If you had these dolls as a child or are contemplating American Girl for your own children, I recommend the read! Even if the above do not apply to you, I still recommend.

Blog Post #6: Digital Tool Exploration

Blog Post #6 | Tutorial: How to use Book Creator 

To get the best tutorial experience, I suggest watching the video! I created a 4 min 30 second video using screencastify. The "screencastify" hyperlink takes you directly to screencastify, which has CC and a transcript option. Or you can just view it below! (I also used this as an opportunity to do something I typically do not do - record and listen to my own voice (yuck! haha). 

A fellow science teacher at my school shared Book Creator with me this year, and I thought it would be a great option to share with all of you because it can be used in a multitude of ways. 

Overview: Book creator is a digital tool that allows teachers and students to create books of all kinds (creative, picture books, graphic novels, non-fiction, etc.). The website/program is run through Kami, and you can sign in using a Gmail account, Microsoft suite account, or a regular email account of your choosing. 

1. Login to your account. If it is your first time logging in, it will ask you about yourself (role, content, interests, etc.)

3. Once you are logged in, it will bring you to a landing page of your digital book library. You also have the option to view a class list, class projects, and a discover page using the top three tabs in the top middle center of the screen. These options are helpful for sorting a class list, looking at the work of your students as a collective, and getting inspiration for ideas! 

4. To create a new book, click new project. Here, you will select your type (portrait, square, landscape). 

5. Once you click into a new project, you can add a variety of different options to your book (photos, text, voiceover, pen, adding media). You can also import a project as well. This may be a helpful feature if you want students to work on the writing first then have one class or two dedicated to putting it all together. Book creator is a great tool for multilingual learners due to its translation features. 

6. Once you have named your book, you are on your way to creating a great story! On the book page, you can add pages, add in information from in-app applications, and truly make it your own. 

Blog Post #5: TO DO List

Blog Post #5 | TO DO List 

With my idea for change and my beliefs identified, I have created the following TO DO List for this upcoming weekend for my own timing and pacing. I recognize some of my items later in the week may change a bit depending on the pacing of my personal. 

Now - Saturday

• Decide and create the actual digital medium (Padlet, Mentimeter, etc.)
• Rought Draft of Narrative 

Sunday 

• Start condensing down for the Pecha Kucha 
• Start drafting slideshow --> narrow down narrative for 6 mins and 40 seconds

Monday

• Edit & Post Narrative on Blog 

Tuesday 

• Finalize Pecha Kucha (slideshow images, 20 second timer, recording, putting it all together)
• Make any edits that I may want to my final narrative blog post

• 
  

Blog Post #4: Digital Media Final Project

Blog Post #4: Digital Media Final Project Ideas and Direction 

Currently, I would consider myself a techno-traditionalist. I use technology to store and create lesson plans, grade, access curriculum, communicate with families, and everyday school tasks. I am looking to push myself to the techno-constructivist level for this final project. I want to try to deepen my understanding of a digital platform that is both for me and for my students to engage with.

I am inspired by previous CURR 501 student work. Specifically, my initial ideas are stemming from the work of Allison (2019) with classroom community and Alina's (2021) work with identity/blogging. Allison showed a passion to reach the students in her classroom and showed a desire to let kids explore ideas of failure, growth mindset, and community. Alina's powerful story of her own highlights the importance of letting students share who they are in the classroom. Even though I am a science teacher, setting intentional SEL and moments for students to be personal is essential for building a positive classroom environment.

I found that this past year, while my relationships with students was a strongpoint of my classroom, there was still missed opportunities for social emotional learning moments when it comes to student-to-student interactions and the class community as a whole. Yes, I want students to link the science content they are learning directly to their lives and to engage with it. But more importantly, I want students to become more comfortable with conversating with one another and creating a community that will be remembered and be felt years after they leave my classroom. I want to foster growth and collaboration. The two inspirational projects are highlighting that I align with the belief of the importance of student's reflecting on who they are and how they can bring that to the classroom. As we keep referring to in class, teaching is a social and heart-based job.

Therefore, I am going to try to push myself to a techno-constructivist for this final project by creating something I can use to bring students closer together. I am thinking of picking a specific day of the week (probably a wed or a fri) to use this digital tool. This choice would be for feasibility of implementing this change into my classroom while still balancing normal science class items we need to focus on.

To put it more within the CURR 501 framework: 

What do I want to change? I want to provide time in-class for social emotional learning experiences instead of rushing to finish each lesson by the end of class.

What do I believe? I believe the best classrooms function off of social emotional learning because it can connect the classroom to make it feel more like a true community. This is where true learning and collaboration can occur and where the longer lasting learning opportunities remain.

What can I create using new media technology? This is where I am still drafting ideas and could use some help narrowing them down. I am considering using Padlet. While I have used it before in RIC classes and in TFA, I do not know the truth depth of how this can be used. I am wondering if this is a way I can create a class "blog" type of system where students answer SEL questions or a small journal prompt each morning as part of a warm-up routine. Some of these questions could tie in the science component too, and others would just be to open up opportunities to chat! Maybe a "Monday mindful moment"? If anyone knows any other apps that would be better, I am open to ideas.

I know I want to bring more community opportunities to my classroom for the 26-27 school year!