Introduction

I completed my dissertation, The Implied Reader in the Hispanic Children’s Literature of the “EnCuento” Series, under the direction of Enrico Mario Santí at the University of Kentucky. My work examines a series of illustrated children's stories in Spanish written by well-known Hispanic authors, including Mario Benedetti, Severo Sarduy, Luisa Valenzuela, and Camilo José Cela. Drawing on critical theory and cultural studies, I contribute a new critical approach to the study of this often overlooked area of literary studies. A manuscript based on my work in this area is currently being considered for publication by the University Press of Kentucky.  I have also presented my research both on children's literature and my other interests which include U.S. and Latin American short story, drama, and Latin American film, at several conferences in the United States, Mexico, Puerto Rico and Canada. My work has earned several academic honors, including a teaching assistantship, a research assistantship, a dissertation enhancement award and several travel grants.  

For the past two years I have been a Visiting Assistant Professor at Centre College in Danville, KY. I thrive in this atmosphere, which emphasizes teaching and academic service. At Centre I teach language courses using a communicative approach as well as upper level literature and culture courses. In my first year of fulltime teaching my seminar Hispanic Children’s Literature was selected as “My Favorite Class” on campus. For this honor, Centre students nominate classes that are unusual in some way. In class we analyzed several illustrated children’s stories, and then, with their new understanding of children’s literature, students carried out reading projects in several local elementary schools and a community center. A student interviewed by the Centre communications office about this class said, “We use Spanish in a new and different way with children's books and illustrations. We're discovering how the books reflect the values of society and what the publishers' ideas are of what children should be reading and what they should know.” 

Another highlight of my experience at Centre was the trip to New York City I organized for my students in U.S. Latino Literature and Culture. This interdisciplinary course, taught in the fast-paced winter term gave students, most of whom had never traveled to NY, a chance to visit the Metropolitan Museum of Art and the Guggenheim that were both hosting major exhibits of Latin American art, as well as scenes of many of the works we read. For instance, we read the novel Bodega Dreams by Ernesto Quinoñez before the trip. Set in the tenements, streets and the Museo del Barrio, this story provided a road map for our class visit to Spanish Harlem. 

I have enjoyed teaching Latin American Civilization because apart from learning through presentations, readings and discussions, my students have experienced a new kind of service learning, in which they organize projects with mutual benefit to them and the growing immigrant community in Danville.  One group of students translates for patients at local medical and dental offices. Other students created a Hispanic children’s theater troupe in which they will be performing at three local elementary schools. Yet another group of students organized social events for our campus’s new language house. Beginning this semester, I have organized a Latin American film series showing weekly films in our campus's movie theater. These projects provide the students practical uses for their language skills while the class provides a forum for discussing their experiences.