Earlier this month, Amy Miller interviewed me about my new book, Story Frames for Teaching Literacy. She is the director of the May Center for Learning and also the author of the chapter in my book entitled "Fostering a Growth Mindset: Strengths-Based Superhero Stories." She asked me several questions about Story Frames and at the end of our chat, I had the opportunity to ask her about her chapter. If you've already heard one of my previous talks about Story Frames and would like to skip ahead to the section where she discusses what got her interested in using superhero stories with diverse learners, it starts about 53 minutes into the video. You may access the video HERE. I have transcribed that section below:
Carolee: I recently did an interview with a very interesting author. Her name is Lyn Miller-Lachmann. She wrote a middle-grade novel entitled, Rogue. The main character has Asperger Syndrome and the author has Asperger's as well. That post appeared in April on my blog. Rogue is the X-Men character who can't be touched and can't touch other people. The main character of the story uses this superhero component to explain her experience with Asperger's, so it made me think about your chapter and how you use superhero stories with your students.
Amy: It was the kids who really initiated that because, as I say at the beginning of the chapter, I was not a big superhero fan when I was a kid. I really liked Spider-Man, but mostly I liked Spider-Man because of the visuals associated with him. I didn't really internalize the stories, which is so interesting because I internalized every other story. When we started the Dyslexia Justice League, which is an advocacy group for students with learning differences all across the state of New Mexico, the first thing we did was had a gathering and asked the kids to define the organization. They were the ones who came up with the name of the organization. They came up with the visuals and with the logo which was a superhero. They had heard the phrase that "Dyslexia is My Superpower," and they really loved that notion. So, they really brought the superheroes to the table, and then the more that I started thinking about and had the opportunity to talk to someone here who is a big fanatic who runs a comic shop here in Santa Fe, I recognized that superheroes face adversity and overcome that adversity. Often, that adversity is the source of their superpower. That just resonated so nicely to me and so deeply with my experience of working with kids with learning differences. When you work with kids who have learning differences there is a whole journey of acceptance that not just the child but the whole family goes through. It starts oftentimes with denial and the family not really wanting to know what's going on, thinking that maybe the child will grow out of it - all of those things that we go through as parents when we are concerned that something is going on with our kid. Then, of course, what we really come to learn, what I came to learn as an educator and as a mom of a dyslexic child myself was that the only way to persevere was to go through it and to embrace ultimately that this is who I am and that is not a bad thing. It is not something to be ashamed of. It's something that gives me strength and it is powerful. That was what really launched the whole experience for me was that idea that was so important for the students I work with particularly.
The Dyslexia Justice League has inspired many struggling learners. Thank you to Amy Miller and the May Center for the important work you do.
Watch my interview with another Story Frames contributing author and parent advocate, Mary Jo O'Neill, as she talks about her chapter, "Advocating for Students: The Family Story."