Mothers, Educators, and Literacy

Next Sunday is Mother’s Day and this week is Teacher Appreciation Week. There is a strong connection between mothers and educators, home and school. We are essential partners in family literacy.

As a former elementary school librarian, I enjoyed meeting kindergarten children and their families. From their first day in the school library, I could tell which children had been read to in their homes and which had not. The lucky children came to school excited about stories. They knew how to hold books and turn the pages. They had already taken their first steps on the path to reading for enjoyment and learning.

You have heard it said that “parents are their child’s first teachers.” Nothing could be truer. In addition to feeding, sheltering, and clothing a child, literacy is another essential aspect of parenting. There is no one in a better position to do that than a child’s parents and caregivers.

Parents who talk, sing, play, and read to their infants and young children prepare them for success in school and in life. “Read to me and watch me grow/tell me all the tales you know.” Young children who hear more words spoken and say more words in conversations with others are better prepared to read. A research study showed that some children already have a 30 million (!) word gap by the age of three.

No one wants their child to start school behind in language development. High-quality early childhood preschool experiences are important. But in those first two or three years before some children start preschool, a great deal of brain development is already occurring. Talking and singing to an infant from birth is a gift of love and an investment in the child’s future learning.

In addition to talking and singing with a child, reading is a fun and effective way to build a child’s vocabulary. “In picture books and nursery rhymes/fairy tales from other times.” Making meaning from pictures is a baby step on the path to being a reader. Older readers engage young children by pointing to the pictures and talking about what is happening in the book. They ask children questions that are first answered by pointing. Later, a child’s answers will be single words, phrases, and finally full sentences. When children can ask questions about what is being read, they are well on their way to becoming motivated to learn to read.

When children are enfolded in a parent’s arms while reading a book together, they experience reading as an act of caring. “Read the pictures, read the lines./Words to nourish hearts and minds.” Children who are read to develop positive feelings toward books and stories. These feelings help children grow curious about words. Positive feelings about reading support them in making meaning from words as well as pictures.

“Read to me and plant the seed./Make me want to learn to read.” Parents can be very busy and may be unable to provide early literacy learning experiences on a daily basis. That’s when brothers and sisters, aunts, uncles, grandparents, and other caregivers can step in to make sure the young child is nurtured in these essential ways.

Parents are truly their children’s first teachers. But literacy is a lifelong skill that needs a strong beginning and support throughout students’ schooling. When libraries partner with families, caregivers, health and community organizations, we can elevate literacy in our community.

One shining example of such a partnership is the “Books for Texas Babies” initiative.

This effort began as a collaborative project of the Friends of the Dallas Public Library and Parkland Health and Hospital System. In 2016, they gave 12,000 copies of Vamos a leer/Read to Me to families of newborns and are continuing the project this year. Fort Worth Public Library and the JPS Health Network began their “Books for Tarrant County Babies” partnership in 2017.

Working together, we can ensure that all children have the literacy skills they will need to expand their life choices—skills that are the foundation for college, career, and community readiness. With a shared responsibility and commitment, let’s engage every child in experiences that show literacy is simply an essential part of life.

Note: The quoted rhymes in this blog post are from my book Read to Me.

Work Cited

Moreillon, Judi. Read to Me. Cambridge, MA: Star Bright Books, 2004.

Image Credit: From the Personal Collection of Judi Moreillon. Used with permission.

The Literacy Village

This past weekend, Tucsonans and visitors to the Old Pueblo celebrated literacy at the ninth annual Tucson Festival of Books. Over 100,000 people attended the two-day festival.

From infants to the elderly, future and avid readers from all backgrounds and with varying literary preferences enjoyed immersing themselves in the power of story and the critical importance of literacy in their lives.

This year, I had the responsibility and pleasure of booking the storytellers and facilitating their performances at the Children’s Entertainment Stage. These performances were part of the Entertainment and Family Activities offered at the Festival.

In chronological order, Elly Reidy, South Mountain Community College (SMCC) Storytelling Institute tellers, Antonio Sacre, More to the Story Entertainment, Joe Hayes, and Carla Goody shared their love of story and their talents to eager audiences of all ages.

Elly Reidy and  SMCC Storytelling Institute Tellers Mario Avent, Chantel Freed, Chrissy Dart, and Liz Warren shared stories from published traditional literature. Their stories spanned different cultures and their retellings reflected the personalities of the tellers. In addition to enjoying their live retellings, listeners could find their stories in the folktale section of their public and school libraries. Hurray for 398.2!

Antonio Sacre, who told stories on both days, shared personal family stories some of which have become picture books or part of a short story collection. One of the overarching themes in Antonio’s tellings is the power of family storytelling, Throughout his performance, he asked listeners to connect with their own stories/memories. Antonio shared his stories in Spanish and English and gave listeners a humorous and heartfelt window into his experiences as a boy, son/nephew/grandson, and father.

More to the Story Entertainment captured the attention and imaginations of the youngest TFOB audience attendees and their families. Through fairy costuming, song, audience participation, and magical moments they delighted their audience.

Joe Hayes once again captivated his loyal audience and made new fans, too, with his Southwest-seasoned tales and stories from beyond our region. Joe said he enjoys telling stories that blend cultures. He told a Cuban story about a family of white herons in Spanish and English and wove a chorus throughout the telling that reminded listeners of the African ancestry of a majority of Cuban people. Joe reminded us that stories connect people of various cultural backgrounds to a shared humanity.

C. A. Goody shared the story of her inspiration for her Charlie the Cat series, which now includes nine titles. Taking the point of view of Charlie, she recounted how a cat might experience various aspects of life. Written for third- and fourth-grade children, Carla’s stories invite readers to take up their pencils/pens/keyboards to craft stories of their own.

Thank you all for your part in making the Children’s Entertainment Stage an exciting part of the TFOB.

As a former school librarian, (school) librarian educator, and family literacy advocate, I am keenly interested in the literacy organizations that support Tucson’s literacy ecosystem, particularly those that impact early childhood education.

These were some of the booths I visited and the groups whose work I applaud (and support). In alphabetical order:

Expect More Arizona: “Expect More Arizona fosters a shared voice and collaborative action among partners statewide to advocate for all Arizona students to have the opportunity to succeed, from their early years and throughout life.”

First Things First: “First Things First is one of the critical partners in creating a family-centered, comprehensive, collaborative and high-quality early childhood system that supports the development, health and early education of all Arizona’s children birth through age 5.”

Literacy Connects, which includes Reach Out and Read Southern Arizona, Reading Seed, and more: “Literacy creates solutions to many of society’s most persistent problems. From reducing unemployment and poverty to increasing economic growth and opportunity, literacy is key to a better future for all of us.”

Make Way For Books: “Our mission is to give all children a chance to read and succeed.” MWFB serves more than 30,000 children and their families and 700 educators.

Worlds of Words: “Worlds of Words is committed to providing a range of resources to encourage educators at all levels to integrate global literature into the lives of children.” (More about WOW next week!)

It does take a village to support literacy and these organizations are doing vital work to elevate literacy in our community and improve the quality of life choices for our residents, particularly as they launch their literacy lives.

Thank you to the presenters, sponsors, exhibitors, volunteers, and most of all the readers who use their literacy skills every day to enjoy life, to improve their life choices, and to participate in the life of our village, our country, and our world. In doing so, you are an essential part of the literacy village we all need. Bravo to all!

Image Credit: Tucson Festival of Books logo courtesy of the Arizona Daily Star, image created in PowerPoint

ILA’s 2017 “What’s Hot in Literacy Report”

I have been a member of the International Literacy (formerly Reading) Association (ILA) since the late ‘90s. As a school librarian and school librarian educator now consultant, I believe it is important for school librarians to “reach across the aisle” to read the publications our classroom teacher colleagues and administrators are reading. This helps us engage in conversations about this information while we stay abreast with issues in the larger education arena.

For the past twenty years, ILA has been conducting an annual survey and publishing the “What’s Hot in Literacy Report.” The goal of the survey is to rank literacy-related topics in terms of what’s hot (talked about) and what (should be) important at both the community and country levels. You can access the 2017 “What’s Hot in Literacy Report” and read a summary of the report posted 1/11/17 by April Hall on the ILA blog.

This year 1,600 respondents from 89 countries responded to the survey. There are many take-aways from this year’s survey that should be of particular interest to school librarians. These are just some of the highlights.

It is no surprise that assessment and standards are the #1 hot topics, but survey respondents feel these topics are not as important as the attention they are getting. They rank #10 at the country level and #12 at the community level. While there is no doubt in my mind that school librarians must gather student learning outcomes data that reflects the effectiveness of our teaching/coteaching, we want to continue to measure the impact of our school library programs in other terms as well.

Some of the assessment questions we might want to answer:

1.    Are students, faculty, administrators, and parents involved in planning, managing, and promoting the school library program, including literacy events and teaching activities?
2.    Do visitors to our library make positive remarks regarding the activities, displays, and learning engagements taking place?
3.    How many successful inquiry learning units have we coplanned and cotaught this month/semester/year, and how do students and colleagues talk about these experiences?
4.    How often does our principal make remarks in faculty, PTA, and school board meetings and other communications related to the work of the school librarian and the role of the school library program?

Another area that I think should be of interest to school librarians is early literacy. In the survey, it is both hot and important. 80% of respondents at the community level and 78% of the respondents at the country level feel early literacy is very or extremely important. While some elementary school librarians serve the needs of preschool children in their community, I believe it behooves us to develop more partnerships with families, childcare centers, and non-profit agencies in order to support early childhood education and family literacy.

When I served as the school librarian at Corbett Elementary School, I provided a monthly storytime for Head Start children, teachers, and families. At Gale Elementary, our library program offered a weekly storytime for a developmental preschool that met on our school site. Still, I thought our libraries could do more. For example, in my role as a literacy coach at Van Buskirk Elementary, I collaborated with the community outreach coordinator to facilitate a weekly workshop for parents, most of whom were primary Spanish-speaking moms. They made books, personalized with characters and information related to their family culture, which they practiced reading in the workshop and could read fluently at home to their children.

The “What’s Hot in Literacy Survey” also found that parent engagement is more important than it is hot. Let’s keep thinking about how we can support family literacy in our communities.

Teacher professional learning and development were other areas that 71% of respondents believe are very or extremely important. From my perspective, homegrown, personalized learning for educators should be extremely hot and extremely important. For me, classroom-library coteaching was the most effective way to develop my own practice and influence the professional learning of others.

My ILA blog post about the report is scheduled for this Thursday, February 9. In it, I address two of the largest gaps between what is hot and what should be hot: students’ access to books and content and literacy learning in resource-limited settings. These gaps are directly related to the work of school librarians and the role of school libraries in education. (I also included an appeal for advocacy related to including school librarians in state-level Every Student Succeeds Act plans.)

I will post the link in the comments section when it goes live.

Remixed Image Credit:
Avimann. “Flame.” Morguefile.com.

More Reading Promotion

Posted on behalf of guest blogger Stephanie Jones

ChaseStElemSchool-SkypeWithKateMessnerTanya Hudson is the school librarian at Chase Street Elementary School in Athens, Georgia.  As part of Library Card Sign-Up Month, she was one of  several school librarians in the Clarke County Public School District who arranged for their students to get library cards at the public library.  Mrs. Hudson wrote about her school’s participation on her library blog, the Tree Frog Blog! During the Night at the Library event, 14 students and their families visited the recently renovated Athens Clarke County Public Library for fun events including a library tour, a raffle, and of course, new library cards.

After receiving their new cards and selecting some books, the students were thrilled to be able to scan their new library cards at the self-checkout stations. (I agree that the self-checkout stations are fun to use and so convenient!) The Night at the Library is just one of many library reading promotions at Chase Street. Every fall they have an event called the Reading Tailgate which occurs at one of the apartment complexes in town where many of the Chase Street students live. It’s a drop-in event in a big, open, grassy field. There are many activities for the students to do at different literacy stations including make-and-take centers and a used book give-away.

In the spring, they have a Poetry Picnic at the school with a potluck dinner and “tons of different poetry reading and writing stations” for students to visit. The whole school collaborates to plan and implement these events and the turnout is always great! Mrs. Hudson also takes advantage of technology to promote reading. In September the Chase Street library hosted a successful Skype visit with Kate Messner, author of Ranger in Time, one of the most popular books at their spring book fair. Prior to the visit, Mrs. Hudson prepared the second and third grade students for the visit by sharing the Messner books and brainstorming questions for the author. To see photos of these events and learn more about the happenings in the Chase Street library visit the Tree Frog Blog. They would love to hear from you too so make a comment. You can follow them on Twitter @chaselibrary

Stephanie A. Jones, Ph.D.
Associate Professor
Director, Instructional Technology
Georgia Southern University

Photograph used with permission

 

Celebrating Literacy-Globally and Locally

The walls of the OrchardDSCN0706 School Library Media Center faded away last week as young learners from South Burlington, Vermont met with friends in several elementary schools across the country via Skype and Google Hangout. As participants in the Global Read Aloud project, readers throughout the United States and beyond read and discuss books both synchronously and asynchronously for six weeks beginning in October. Educators who jump into the Global Read Aloud are encouraged to find creative ways to incorporate the joys of shared reading both locally and globally.

Through the GRA website and wiki, teachers and librarians can collaborate with each other and their classrooms through Twitter, Edmodo, Skype, Kidblog, and other social media sites. The project began in 2010 with a Wisconsin educator, Pernille Ripp, who envisioned a read aloud that would connect kids and books beyond the classroom. The program has grown exponentially, from 150 in 2010 to over 300,000 student participants from over 60 countries in 2014.  The GRA 2015 has kicked off with four middle grade titles for discussion this year, and an author study for the picture book crowd.

GRA in Action at Orchard

At Orchard School, the library media specialist, Donna Sullivan-Macdonald also wears the tech integrationist hat, and the school library program is an active hub of learning and literacy that connects the school to the world beyond. The Global Read Aloud Project is high on Donna’s list of real world connections.  She has participated in the GRA since 2011 with one class of fifth graders, and this year the project includes all twenty classes, kindergarten through fifth grade. Each class is paired with a class in another state, and the students have had fun getting to know one another through Mystery Skypes, Google Hangouts, sharing Padlets, writing and responding to blog posts, tweeting, taking surveys, and exchanging emails. To get a flavor of how the connections work, Donna tells about using the 2015 GRA with some of her students:

“For the Amy Krause Rosenthal picture book author study, kindergarten and first graders heard the first book in the project, Chopsticks, and then learned to use the tool. We’re now creating a shared book of pictures of students eating with chopsticks with some new friends in the state of Georgia.”

When I visited last week, Donna read another book by Rosenthal, It’s Not Fair, to a class of second graders, and explored concepts about fairness and taking turns by arranging for two activities for the class.  The object was to make sure that all had equal time for the activities. Fifteen minutes before the end of the class time, the students got together via Hangout with their buddy class in Indiana to discuss the book and ideas about fairness.  It was amazing to see the Orchard students actually having an interactive discussion with kids miles and miles away.

DSCN0732

Local Connections

Connecting reading to the world is not limited to just the Global Read Aloud at Orchard School.  Another ongoing project is a Food Drive that has been inspired by Katherine Applegate’s newest book, Crenshaw. The author of The One and Only Ivan has provided much food for thought for her reading fans. The topic of homelessness is sensitively addressed, and readers can make connections with real world problems and can learn to make a difference.  The publisher has launched a program #crenshawfooddrive that invites independent bookstores to raise awareness about childhood hunger based on ideas from Applegate’s book.  Crenshaw is imaginary. Childhood hunger isn’t. Help us feed families in need. http://www.mackidsbooks.com/crenshaw/fooddrive.html

In August, Donna contacted Phoenix Books in Burlington and suggested that they could work as partners to contribute to the food drive for the Chittenden Emergency Food Shelf.

Donna explains how Crenshaw sparked a study of childhood hunger at Orchard School:

“The fifth grade teachers read Crenshaw as their first read aloud this school year. In the library, we researched childhood hunger and presented this information on posters, created in both in the makerspace and on the computer. Students also created a slide show on childhood hunger and ran a whole school morning meeting introducing the food drive to the school. There were speakers from both Phoenix Books and the Chittenden Food Shelf. No teachers spoke. It was student driven. Heading into the final week, we’re at 819 items donated!

Back to Crenshaw, many 2nd through 4th grade teachers have since read the book to their classes. I have used Amy Krouse Rosenthal’s message about random acts of kindness in my discussions with K-3 students who are reading her books.

On Friday, after reporting final totals to the school at morning meeting, one fifth grade class will load all of our donations on a bus and we’ll head to the food shelf for a tour and a weighing of all the donated food.

It’s heartwarming to witness the kindness and empathy shown by  young children through participation in this project.

Although not formally a part of GRA, the food drive has fit in nicely.”DSCN0699

For Donna, and the many other talented teacher librarians and educators in our schools, celebrating literacy is an everyday joy that is embedded within the fabric of a culture of collaboration that makes a school a vibrant and caring place for our students and our colleagues.

Thank you Donna for sharing your enthusiasm and energy, and thank you to your students who are making a difference locally and globally!

Resources:

Applegate, Katherine. Crenshaw. New York: Harpercollins, 2015.

Kaplan, Judith. “Donna Sullivan-Macdonald.“ Personal Interview and email correspondence. 20 Oct. 2015.

Twitter: http://twitter.com/dsmacdonald

LinkedIn: http://www.linkedin.com/pub/donna-macdonald/35/723/416

Orchard School Library Media Center, 2 Baldwin Ave. So. Burlington, VT 05403 Web. Oct. 25, 2015.<http://library.sbsd.orchard.schoolfusion.us/modules/groups/integrated_home.phtml?gid=771938>.

Ripp, Pernille. “Home.” GlobalReadAloud. Wikispaces, 2015. Web. 26 Oct. 2015. <http://globalreadaloud.wikispaces.com/>.

 Images:  Judy Kaplan Collection

Reading Rocks

Posted on behalf of guest blogger Stephanie Jones

When my colleague Lucy Santos Green asked me to write a post for her while she did research in Brazil, I began reflecting on the theme for this month: collaborative reading promotions and literacy events. I teach courses in the school library media concentration in the Instructional Technology program at Georgia Southern University in Statesboro, Georgia. In my work it’s important to me to keep up with what is happening in the school library field, but it’s been eleven years since I worked as an elementary school librarian and my experience in such matters is definitely outdated.

So I turned to the experts, school librarians here in Georgia, and asked them to share with me what they are doing to promote reading in their school communities. In response I heard about an abundance of creative and exciting reading programs. In this blog post I will share two stories that I think exemplify the kind of effective reading programs that can happen when your school library collaborates with members of your school community. The first is from my good friend and fellow storyteller, Linda Martin. On Thursday, I’ll share the second story from Tanya Hudson whom I met when I was a doctoral student and she was earning her Master’s in Instructional Technology at the University of Georgia in Athens. (Go Bulldogs!)

ReadingRocketLinda Martin, who is the school librarian at Sugar Hill Elementary School in Hall County, told me about a summer reading program she has been involved with for the last three years. The program was developed in response to a problem; during the summer many students in Hall County do not read because they do not have transportation to the public libraries. In order to avoid the summer slide, county media specialists working with school personnel brainstormed to find a way to get books to these students. The solution was the Reading Rocket, a bookmobile created from a school bus which the school system donated for this use. The bus was retrofitted by students in a high school shop class who painted it with bright colors and installed gutters to hold the paperback books from Scholastic.

The Reading Rocket operates two days of the week during the summer, traveling to schools, community centers, and trailer parks to bring books to children. The bookmobile is staffed mostly by volunteers: teachers, principals, media specialists, teachers, and even some students who enjoy helping their friends find books to read. Now in its third year, the Reading Rocket is just one part of a year-round reading program developed by a collaboration between Hall County Schools and the public library. You can read more about this innovative reading project at the Reading Rocks website and you can follow them at Twitter @HCReadingRocks.

Stephanie A. Jones, Ph.D.
Associate Professor
Director, Instructional Technology
Georgia Southern University
@sajones53

Literacy Is a Team Sport

This month the BACC cobloggers will share ideas about collaborative reading promotions and literacy events.

While every school librarian strives to make the library the hub of learning, we also know that it takes a whole-school approach to supporting students as they engage in literacy for the 21st century. Enlisting all members of the school community in promoting reading is necessary.

And as this video demonstrates, it’s fun! Stony Evans is a library media specialist in Hot Springs, Arkansas. He collaborated with Lakeside High School (LHS) coaches Joe Hobbs and Karrie Irwin to co-develop the “Train Your Brain Ad” video starring the LHS Cross Country Team. Lakeside Superintendent Shawn Cook made a cameo appearance in the video. Kevin Parrott was the videographer.

Congratulations to the whole team at Lakeside High!

This is one example of how library leader Stony Evans is reaching for his goal “to create lifelong learners through literacy and technology.” Visit Stony’s Library Media Tech Talk blog.

How did I learn about this outstanding example of collaborative reading promotion? From Stony’s Twitter feed @stony12270, of course.

Which members of your faculty will work with you to promote literacy in your community? What about your library student aides? How can they reach out to their classmates and serve as cheerleaders for reading? Here’s an archived example from Emily Gray Junior High/Tanque Verde High School from Teen Read Week: Books with Bite (November 2008)!

We can accomplish so much more when we work in collaboration with others. On Thursday, I will share a school library – public library literacy collaboration.

Video linked with permission – Thank you, Stony and your team

Summer Conversations with Kids

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For the past few years as a library educator, I have concentrated on developing courses that prepare teachers to take on roles for leading a school library in contemporary educational communities. I have enjoyed this challenge tremendously, and I have been immersed in professional reading and research to guide the framework for knowledge and best practices for successful implementation of school library programs. As we all know, the dynamics of the profession change constantly, and courses need to be revised yearly. New publications and concepts have to be explored to keep current with the shifting sands in education and library service, and that is very time consuming. There is nothing static about our world! Exciting times, but I have to make sure that I take time to go back to the reading roots that brought me to this field.

One of the things I miss most in my present position is the opportunity to connect with kids about their reading tastes and interests on a daily basis in the school library. There are so many wonderful new titles and formats for enjoying adventures in reading, that I can’t stay ahead of the curve.  Therefore, I have to access my built in sounding boards, and summer is a great time to have conversations about what my experts are reading.  I have six grandchildren who range in ages 7-18, and they have divergent reading tastes and recommendations for my “to read” list.  It’s great to listen to their reasons why I should choose to read books that interest them, and I head to the public library to eagerly follow their ideas, so that we can continue the conversations. It is also fun when they have discovered some of the classics in children’s literature, and they are all Harry Potter fans. I am amazed how easily they shift between between print, audio, and digital formats.  Listening to a story, or reading an ebook adds another dimension to comprehension. Times sure have changed since I was a kid!

There is always lots to chat about on long car rides and leisurely times at the beach as summer drifts along. I appreciate their perceptions, their wisdom, and their company.

So here are a few recommended titles on my summer reading list this year:

  • From a seven year old:

“I like stories that make me laugh and are funny.  I also like exciting adventures with interesting characters.”

Ping Pong Pig by Caroline Jayne Church (Holiday House, 2008)

Henry and Mudge series by Cynthia Rylant (Simon spotlight, 1996)

Lightning Thief series by Rick Riordan (in print, digital, and audio editions) (Disney Hyperion, 2005)

Wonder by R.J. Palacio (Knopf, 2012)

  • From ten year olds:

“We love mysteries, fantasy and sci-fi, too. We like it when characters are believable, but have incredible experiences and challenges. Anything that’s funny is also great.”

Mysterious Benedict Society series by Trenton Lee Stewart (Little, Brown, 2008)

Seven Wonders series by Peter Lerangis (HarperCollins, 2013)

From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg (Athenum, 1970)

Westing Game by Ellen Raskin (Puffin, 2004)

The Strange Case of the Origami Yoda by Tom Angleberger (Harry N. Abrams, 2010)

The One and Only Ivan by Katherine Applegate  (HarperCollins, 2012)

Kingdom Keepers series by Ridley Pearson (Disney Hyperion, 2009)

  •  From a twelve year old:

“I enjoy dystopian fiction, and fantasy, especially when characters are well developed.”

Keeper of the Lost Cities series by Shannon Messenger (2013)

Cinder: Book One of the Lunar Chronicles by Marissa Meyer (Square Fish, 2013)

Maze Runner series by James Dashner (Delacorte, 2010)

Unwanteds series by Lisa McMann (Aladdin, 2011)

Escape from Mr. Lemoncello’s Library by Chris Brabenstein (n.b. fun, even though the characters are one dimensional-maybe more suitable for younger kids) (Random, 2013)

  • From a high schooler (who rereads the Harry Potter series in a marathon each summer):

“During the school year, there is not much time for leisure reading. So summer is my time to find some new sci fi and fantasy-escape literature. Take me to another world!”

Pathfinder series by Orson Scott Card (Simon Pulse, 2010)

Divergent series by Veronica Roth (Katerine Tegan Books, Reprint, 2014))

Legend series by Marie Lu (Speak, Reprint, 2013)

What’s on your list?

Image: Microsoft Clipart

 

Resources to Support All Learners

sign_tagxedoThis month the BACC co-bloggers will share thoughts and examples of the school librarian’s role in differentiating instruction so that all learners have opportunities to succeed.

This word cloud image encapsulates many keywords associated with learning through the school library program. The work that school librarians do in their schools is always interdisciplinary and supports students in making connections to crystallize their learning.

English language arts learning objectives related to reading, writing, listening, and/or speaking are part of every lesson we coteach. We collaborate with educators teaching various grade levels and all content areas. The learners we work with have a wide range of background knowledge and are at various measures of proficiency for any skill or strategy we set out to coteach.

How does the library environment support the differentiation that students need to succeed?

Due to ubiquitous access to the library’s electronic resources and the Internet, some classroom teachers and students may think that involvement with the library’s print collection is unnecessary. For those who take that view, I highly recommend reading “Why digital natives prefer reading in print: yes, you read that right,” an article that appeared in the Washington Post on February 22, 2015. The article notes: “Readers tend to skim on screens, distraction is inevitable and comprehension suffers.”

I have had this experience more times than I can count. After introducing an online pathfinder of electronic resources, high school students quietly call me over to whisper in my ear, “Isn’t there a book about this?” Classroom teachers are often surprised by such student requests; I am not.

With the print and electronic resources of the library and the Internet, school librarians develop expertise at integrating resources in multiple genres and formats into students’ learning opportunities. Of course, classroom book collections offer some range of resources, but the library collection’s range is far wider. School librarians develop print collections at the widest possible range of reading proficiencies on topics that cover all areas of the curriculum.

School librarians’ ability to connect the “just right” resources to meet each learner’s needs is one of the strengths, in terms of differentiation, that we bring to the classroom-library instructional partnerships.

Works Cited

Rosenwald, Michael S. “Why digital natives prefer reading in print: yes, you read that right.” Washington Post.com. 22 Feb. 2015. Web. 02 Mar. 2015 >http://www.washingtonpost.com/local/why-digital-natives-prefer-reading-in-print-yes-you-read-that-right/2015/02/22/8596ca86-b871-11e4-9423-f3d0a1ec335c_story.html>.

Word cloud created at Tagxedo.com

The “L” Team

super-hero-red-cape-hi 

Are you a member?  Do you have your flashing cape and shiny literacy toolbox ready to come to the aid of your local classroom teachers and learners? What’s in your toolbox to help teachers personalize literacy for all their learners?

Resources for literacy should not be an either/or choice for investing in schoolwide literacy programs. In some schools, classroom collections are funded at the expense of school library collections. In some schools there is zero, or limited budget for both, so classroom teachers and teacher librarians are scrambling to find donations or write grants to provide needed materials for students. Some school rely on textbook programs.  Some schools have robust resources for classrooms and libraries. What’s it like at your school? In order to address the individual challenges of each school, literacy leadership teams should represent a cross section of educators in a school. The teacher librarian needs to be at the table and on the team.

Classroom collections are an important resource for literacy instruction. School library collections provide a breadth of materials in multiple formats that extend and support reader choice for information and enjoyment in and beyond  the classroom.  A selection of current and relevant resources chosen by a knowledgeable teacher librarian, benefits all the members of the school community, and provides a great return on investment.  Both of these resource collections are important components of a dynamic and nimble literacy program.  Teachers and teacher librarians are natural partners for the literacy team.

Working with classroom teachers in the classroom as co-teachers, or in the library space, teacher librarians have opportunities to guide emerging, developing, or passionate readers and writers to discover literacy as a joy, not a chore in life. What do you bring to the literacy table?

Here a few ideas for the “L” team toolbox-either for face to face collaboration or on your virtual website or blog:

  • A chart that compares reading-grade level systems: Lexile Levels, DRA, Fountas & Pinnell, Ready Recovery, etc. (Talk the talk, walk the walk)

  • In person or with a screencast, demonstrate the power of the digital library catalog. Reveal the hidden secrets to searching for and discovering reviews, awards, formats, or reading levels in the display record. (Train the trainer)

  • Updates for new books, materials, or author websites on your blog/website. Tweet it out to teachers at your local school #. (Be social)

  • Book talks, book trailers, book discussions with teachers. Set up a Goodreads share site. Select a new outstanding book for a small group or whole school discussion.  Feature a CH/YA author, or a title to inspire discussion, such as The Book Whisperer (Miller, 2009), or Reading in the Wild (Miller and Kelley, 2013.)

  • Book clubs for students, and invite teachers, parents, or community members to take part. Choose themes or genres to begin, and then let others do the choosing and leading.

  • Extend literacy lessons for the classroom into the library. For those on a fixed schedule, coordinate with the classroom teacher around themes, genres, or skills.  Or flip it-introduce them in the library classroom and send selections back to the classroom.

  • Help teachers set up routines to supplement their classroom collections with library resources. Let students take responsibility to curate materials that they think the class would enjoy.  (Small book trucks with wheels work well for rotating physical collections.)

  • Skype/Hangout with authors or other experts in literacy.  (Share ideas, and generate new ones.)

  • Listen to the concerns and challenges of classroom teachers, and be ready to problem solve solutions to help them transform literacy learning in the classroom and the whole school.

 

These are just a few of the ideas that I have tried with success, and I’m sure you have many more.  So grab your cape and toolbox and join the team!


References:

Miller, Donalyn. The Book Whisperer.  San Francisco, CA: Jossey-Bass, 2009. print.

Miller, Donalyn and Susan Kelley.  Reading in the Wild. San Francisco, CA: Jossey-Bass, 2013.

Image:

http://www.clker.com/cliparts/k/2/V/1/s/j/super-hero-red-cape-hi.png