The American Folklife Center hired Carol Moran to update "A Teacher’s Guide to Folklife Resources" and make it a "living document" online. (See additional information about this project in the next article.) She also needs samples to put in a new teacher resource area of the Archive of Folk Culture at the Library of Congress.
A "self-serve"
teacher workshop, "Finding the Invisible: Folklore in Sense of Place,"
that I developed for American Memory is at http://memory.loc.gov/ammem/ndlpedu/educators/workshop/folklore/fiover.html.
Betty Belanus and
Marjorie Hunt developed a hand online guide related to last summer’s
Building Arts Program of the Smithsonian Folklife Festival, www.folklife.si.edu/buildingarts.
The Spring 2002 issue
of Teaching Tolerance featured a lead story on using folklore in the classroom
by folklorist and media specialist Trudy Moss, "Everyday People."
The Fall 2001 issue spotlighted folklorist Catherine Schwoeffermann’s
early childhood tolerance education program at the Roberson Museum and
Science Center in Binghamton. Find both on www.tolerance.org/teach.
An expanded 2nd edition
of FieldWorking: Reading and Writing Research, by Bonnie Sunstein
and Elizabeth Chiseri-Strater is available from the CARTS Catalog or Bedford/St.
Martin’s Press. E-mail hkazama@citylore.org
for a free catalog.
As Gregory's article mentioned, ABC-CLIO just published the Masters of Traditional Arts Education Guide, by Alan Govenar of Documentary Arts (who spearheaded a huge effort to document the lives of all 259 NEA National Heritage Fellows), library media sciences professor Betty Carter, and myself. The 70-page guide to an extensive DVD-ROM uses 18 of the Heritage Fellows to demonstrate how teachers, students, and families can study the art forms and the artistry of all the Fellows, $49.
www.folkstreams.net
from Tom Davenport and North Carolina colleagues offers prototypes of
excellent education guides to folklore films.
An Indiana University project to put hundreds of folktales online is proceeding.
Contact Inta Carpenter if you’re interesting in trying out the prototype,
carpente@indiana.edu.
| The American Folklife Center is updating "A Teacher's Guide to Folklife Resources for K-12 Classrooms." To that end, Carol Moran is attempting to contact each person or organization who has an entry in the existing Guide at http://www.loc.gov/folklife/teachers.html, which dates from 1994. If you recall having material listed and haven't been contacted, please contact Carol with your updates. There have been numerous changes, and the Folklife Center would like the new online-only Guide to be as useful and as up-to-date as possible. |  |
In conjunction with the update, the Folklife Center is establishing an educational resource shelf in the AFC Reading Room. They are soliciting your items which would be valuable to our patrons (teachers, researchers, etc.) who are interested in folklife in education. Some have already sent books, pamphlets, guides, videos, audiotapes for the resource shelf, and the AFC is extremely impressed with the high quality materials being produced. If anyone has materials in this field that they would be willing to contribute, please contact Carol Moran at camo@loc.gov. Or, items can be mailed directly to Peter Bartis at his home address: 1348 L Street SE, Washington, DC 20003. Please do not send materials to the Library of Congress, which is still not receiving U.S. Mail since the October anthrax incidents.
"Dreams, Gangs,
and Guns: The Interplay Between Adolescent Violence and Immigration in
a New York City Neighborhood," by Pedro Mateu-Gelabert, a report
which draws on five years of field work in an immigrant community in New
York City to describe how the generation gap separating immigrant adolescents
from their parents, made wider by immigration, leads these children to
rely on violent peer groups for protection. Previous research has tried
to explain adolescent violence among immigrants in terms of cultural alienation,
but this research suggests that much violence among immigrant adolescents
is a pragmatic response to neighborhood conditions. Once these adolescents
leave their neighborhoods or the threats to their safety disappear, they
generally end their involvement with violent peers.
This report is available as a .pdf file online at http://www.vera.org/publication_pdf/157_234.pdf.
