My purpose in creating this BLOG is to respond to current school library issues of ten articles from various issues of School Library Journals and provide a relective response as they relate to where I am in my professional development as a teacher-librarian. The various issues I selected show that teacher-librarians must collaborate with classroom teachers, so that there is an improvement in engagement in learning, reading for enjoyment, improving reading comprehension, teach to diversity, use technology for learning purposes, and improve academic achievement.
I included the specific elements that I did according to topics presented throughout the course. The articles I used strengthen and back up the arguments presented in the course texts: Doiron, R. & Asselin, M. (Eds.). (2005). Literacy libraries and learning: Using books and online resources to promote reading, writing, and research. Markham, Ont.: Pembroke Publishers Limited. I chose the topics that were particularly interesting to me and are current topics for discussion in Professional Library Journals. Some issues are very controversial in teacher-librarianship; for example, the Learning Commons Center designed without books and the use of technolgy in the classroom.
Problems that I faced as I worked toward my final product were, when Blogging using Blogspot. Com, I tried to italicize titles and it did not seem to do the function I wanted it to do. I clicked on Publish Post, but I did not know if it was publishing the post or not. Then, the message stated that I did not have any posts after working on the Blog for three hours. Very frustrating. As it turned out, my posts were drafts. Rather than waste any more time trying to figure out what I was doing wrong with my Blog, I opened a Word document and responded to my articles that I chose in there. Eventually, I figured out that I must check the box on the Edit page and click Publish Post. When I finished typing and editing my five to seven page rationale for my Blog, my Internet connection was dropped and I lost everything, so I had to type it all over again. I do not know how many times this happened during this course; I always like it much better the first time around. When looking for articles, I read through forty or more articles to get the subjects that were applicable to the subjects that I wanted. Many articles were written for education or psychology, or for elementary libraries. Finding articles for secondary school libraries proved to be more difficult. Many of the articles written for elementary school libraries may be adapted for secondary schools, as well.
My expectations about the process were that I needed to read a lot of articles to find the articles that I wanted to write a reflective response. After reading many articles, I would be informed about current school libray best practices. This process of reading professional journals and responding in a Blog are the beginning of a lifelong process of reading and responding to library issues.
I learned that there are many pro-active teacher-librarians out there that are making themselves heard and advocating for our positions as teacher-librarians. It is important to collaborate with classroom teachers, administrators, and the community to show that the teacher-librarians are indispensible to student learning and achievement. There are also many innovative ideas.
If someone else sought my advice about the process, I would tell them to spend a lot of time finding and reading articles, then summarize the articles, think about the articles in relation to the text and learning from the modules, and provide a personal response. I do not think I would do anything differently.
The next step for me is to create a BLOG, such as the peanutbutter BLOG suggested in the Richardson (2006) reading, so that I can interact with the students and teachers about books. I want to feel comfortable about blogging before I start a process with staff and students. I would also like to continue to respond to professional school library journals.
References
Bush, G. (2008). One indivisible day: Teaching for social justice through literature. School Library Media Activities Monthly, 24 (8), 23. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=31327824&site=ehost-live
Buzzeo, T. (2010). Strength in numbers. School Library Journal, 56 (10), 38-40. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=54457987&site=ehost-live
Choy, W. (2006). All That Matters. New York: Other Press.
Doiron, R. & Asselin, M. (2005). Literacy libraries and learning: Using books and online resources to promote reading, writing, and research. Markham, Ont.: Pembroke Publishers Limited.
Goodin, S. (2004). Libraries and secondary literacy—the missing link. CSLA Journal [serial online]. Spring2004 2004; 27 (2): 13-14. Available from: Academic Search Premier, Ipswich, MA. Accessed November 8, 2011.
Gordon, C. (2010). Meeting readers where they are. School Library Journal, 56 (11). 32-37. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=55092188&site=ehost-live
Kenney, B. (2009, October). The biggest losers. School Library Journal. p. 9. Retrieved from http://search.ebscohost.comlogin.aspx?direct=true&db&AN=4459875&site=ehost-live
Long D. (2007). Increasing literacy in the high school library: Collaboration makes it happen. Teacher Librarian. 35 (1), 13-17. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27485713&site=ehost-live
Lukehart, W. (2010). Art in theory and practice, II. School Library Journal, 56 (2), 20-21. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=47927369&site=ehost-live
Marcoux, E. (2011). Technology and you. Teacher Librarian, 38 (5), 66. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62570046&site=ehost-live
Marcoux, E. (2010). Tweeting. Teacher Librarian. 37 (5), 82-83. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=52571276&site=host-live
Richardson, W. (2006). Blog software. Weblogs: get started! In Blogs, wikis, podcasts and other powerful web tools for the classroom. Thousand Oaks, CA: Corwin Press, 50-57.
Yee, P. (1996). Ghost Train. Buffalo, NY: Douglas and McIntyre.
Sunday, November 27, 2011
Technology and the Teacher-Librarian
Marcoux, E. (2011). Technology and you. Teacher Librarian, 38 (5), 66. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62570046&site=ehost-live
Teacher-librarians are positive about the leadership role of technology in the school library. Marcoux (2011) states that “there are many opportunities for us to be learning about technology and how to integrate it into our practice.” However, there are many questions that need to be addressed before integrating technology into the classroom. Some questions to think about beforehand surround funding, lack of time, when to use technology and when not to use it, and most importantly, “will this create an even greater burden on parents as they try to provide the best education they can for their children? Will this widen the well-known digital divide?” (Marcoux, 2011) More questions: What are the benefits? What are the drawbacks? What are the more subtle implications? Marcoux”s (2011) advice is posed as a question: “Why not use these concerns for teaching a lesson by putting technology into a larger context as well as using it as a learning tool?”
Collaboration with classroom teachers is a great way to provide the best learning practices using the correct devices for the lesson. My experience has shown me that only a few teachers know how to use many of the devices out there; however, they are trying out these devices on a personal basis, and not for teaching purposes. It would be great to collaboratively create lessons that benefit student learning. As Martha Gabriel in Doiron and Asselin's (2005)text show, the Internet opens up many possibilities and ideas that "classroom teachers and teacher-librarians can act on to create digitsl learning experiences."
Teacher-librarians are positive about the leadership role of technology in the school library. Marcoux (2011) states that “there are many opportunities for us to be learning about technology and how to integrate it into our practice.” However, there are many questions that need to be addressed before integrating technology into the classroom. Some questions to think about beforehand surround funding, lack of time, when to use technology and when not to use it, and most importantly, “will this create an even greater burden on parents as they try to provide the best education they can for their children? Will this widen the well-known digital divide?” (Marcoux, 2011) More questions: What are the benefits? What are the drawbacks? What are the more subtle implications? Marcoux”s (2011) advice is posed as a question: “Why not use these concerns for teaching a lesson by putting technology into a larger context as well as using it as a learning tool?”
Collaboration with classroom teachers is a great way to provide the best learning practices using the correct devices for the lesson. My experience has shown me that only a few teachers know how to use many of the devices out there; however, they are trying out these devices on a personal basis, and not for teaching purposes. It would be great to collaboratively create lessons that benefit student learning. As Martha Gabriel in Doiron and Asselin's (2005)text show, the Internet opens up many possibilities and ideas that "classroom teachers and teacher-librarians can act on to create digitsl learning experiences."
Social Justice and the Teacher-Librarian's Role
Bush, G. (2008). One Indivisible Day: Teaching for Social Justice through Literature. School Library Media Activities Monthly, 24 (8), 23. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=31327824&site=ehost-live
Bush (2008) raises the question: “How do we push toward a more humane and socially just world?” Bush (2008) attended a symposium called “Indivisible” which “was based on the phenomenal challenge that all educators share to create one nation with liberty and justice for all.” Before attending the symposium, participants were required to read recommended resources, examine personal beliefs and professional practices, and think about teaching social justice, children’s literature, and, most of all, their students as both local and global citizens (Bush, 2008). Bush (2008) stated that “the most important thing that [she] took away from the event … was [that] teaching social justice … through children’s literature should be naturally integrated into every lesson, every library collection, every display, every recommended reading list, and read-aloud program.” Dr. Paul C. Gorski’s, Founder of EdChange, message is as follows:
If I had the opportunity to write something for an audience of school librarians, I would stress how important it is to move beyond “celebrating diversity” and “heroes and holidays” orientations toward multiculturalism. These approaches, although they may be fun and easy, have the potential to deepen marginalization. The question for all of us—teachers, librarians, counselors, and so on—is not whether we celebrate diversity, but whether we do our part to ensure that every student, parent, or colleague who passes through our spheres of influence have the opportunity to be who they are and achieve to their fullest (Bush 2008 quoted Gorski, 2007).
Teacher-librarians play a key role in teaching and providing resources concerning social justice issues.
Personally, I find the library a safe place for students to hang out before school, at lunch, and after school. Many students take the opportunity to sign out books or use the computers, especially if they do not have access to resources or the public library at home. When, I choose resources for novel studies or social studies research projects, I include a wide variety of resources that include social justice and equity issues. I choose a wide variety of materials that reflect culture, gender, ability, and socio-economic status. One area where my collection is lacking is in multi-language resources, as we have not had a need for it as far as I know. We have exchange students from various countries; however, they are required to speak and learn in English to develop their skills more fully. This is an area of which I need to look into further.
Bush (2008) raises the question: “How do we push toward a more humane and socially just world?” Bush (2008) attended a symposium called “Indivisible” which “was based on the phenomenal challenge that all educators share to create one nation with liberty and justice for all.” Before attending the symposium, participants were required to read recommended resources, examine personal beliefs and professional practices, and think about teaching social justice, children’s literature, and, most of all, their students as both local and global citizens (Bush, 2008). Bush (2008) stated that “the most important thing that [she] took away from the event … was [that] teaching social justice … through children’s literature should be naturally integrated into every lesson, every library collection, every display, every recommended reading list, and read-aloud program.” Dr. Paul C. Gorski’s, Founder of EdChange, message is as follows:
If I had the opportunity to write something for an audience of school librarians, I would stress how important it is to move beyond “celebrating diversity” and “heroes and holidays” orientations toward multiculturalism. These approaches, although they may be fun and easy, have the potential to deepen marginalization. The question for all of us—teachers, librarians, counselors, and so on—is not whether we celebrate diversity, but whether we do our part to ensure that every student, parent, or colleague who passes through our spheres of influence have the opportunity to be who they are and achieve to their fullest (Bush 2008 quoted Gorski, 2007).
Teacher-librarians play a key role in teaching and providing resources concerning social justice issues.
Personally, I find the library a safe place for students to hang out before school, at lunch, and after school. Many students take the opportunity to sign out books or use the computers, especially if they do not have access to resources or the public library at home. When, I choose resources for novel studies or social studies research projects, I include a wide variety of resources that include social justice and equity issues. I choose a wide variety of materials that reflect culture, gender, ability, and socio-economic status. One area where my collection is lacking is in multi-language resources, as we have not had a need for it as far as I know. We have exchange students from various countries; however, they are required to speak and learn in English to develop their skills more fully. This is an area of which I need to look into further.
Teacher-Librarians Collaborate with Classroom Teachers to improve Reading Comprehension
Goodin, S. (2004). Libraries and secondary literacy—the missing link. CSLA Journal [serial online]. Spring2004 2004; 27 (2): 13-14. Available from: Academic Search Premier, Ipswich, MA. Accessed November 8, 2011.
Goodin (2004) asks the question: “Why and how are library media teachers tied to the development of reading proficiency at the secondary level?” “The missing link” is the reading comprehension and the development of proficient reader strategies according to Goodin (2004). Goodin (2004) offers suggestions about how teacher-librarians can collaborate with teachers to enhance reading comprehension. First, practice metacognition, which is becoming self-conscious of the ways you approach difficult text; second, practice comprehension strategies in collaboration with content area teachers, such as illustrating differences in text structure, modeling the think-aloud strategy, and providing training in graphic organizer software, creating note-taking exercises, and tying mini-lessons to comprehension strategies; third, provide the resources for study. “Above all, recognize that you, as library media teacher, are the missing link” (Goodin, 2004).
Once again, collaboration is the key to success between reading comprehension strategies and the success of struggling readers. "Learners need an array of reading strategies to access and comprehend information to solve the learning problems they have at school and in their daily lives" (Doiron & Asselin, 2005, p. 80) Teacher-librarians must be pro-active and collaborate with classroom teachers. We must apply our knowledge of reading strategies and demonstrate their use with the research projects that students are doing in the library. The collaboration project that Shannon and I worked on for assignment two is evidence of a strong collaborative approach to using reading strategies with non-fiction and fiction resources. "By collaborating for instruction, teachers and teacher-librarians can better provide students with opportunities to acquire the knowledge and skills to become information experts" (Doiron & Asselin, 2005, p. 80). It is my experience from working on this project and collaborating with other teachers that the teachers and students are enthusiastic and engaged in the learning process. Shannon and I are positive that the collaboration assignment was much better using my experience as a teacher-librarian, as she was not familiar with the non-fiction side of the resources, web site evaluation, and database training. There is definitely an improvement in comprehension and achievement. I also get the added benefit of learning about other subjects besides English, which I find fascinating. Collaboration with classroom teachers to improve reading comprehension strategies is a win-win situation for all.
Goodin (2004) asks the question: “Why and how are library media teachers tied to the development of reading proficiency at the secondary level?” “The missing link” is the reading comprehension and the development of proficient reader strategies according to Goodin (2004). Goodin (2004) offers suggestions about how teacher-librarians can collaborate with teachers to enhance reading comprehension. First, practice metacognition, which is becoming self-conscious of the ways you approach difficult text; second, practice comprehension strategies in collaboration with content area teachers, such as illustrating differences in text structure, modeling the think-aloud strategy, and providing training in graphic organizer software, creating note-taking exercises, and tying mini-lessons to comprehension strategies; third, provide the resources for study. “Above all, recognize that you, as library media teacher, are the missing link” (Goodin, 2004).
Once again, collaboration is the key to success between reading comprehension strategies and the success of struggling readers. "Learners need an array of reading strategies to access and comprehend information to solve the learning problems they have at school and in their daily lives" (Doiron & Asselin, 2005, p. 80) Teacher-librarians must be pro-active and collaborate with classroom teachers. We must apply our knowledge of reading strategies and demonstrate their use with the research projects that students are doing in the library. The collaboration project that Shannon and I worked on for assignment two is evidence of a strong collaborative approach to using reading strategies with non-fiction and fiction resources. "By collaborating for instruction, teachers and teacher-librarians can better provide students with opportunities to acquire the knowledge and skills to become information experts" (Doiron & Asselin, 2005, p. 80). It is my experience from working on this project and collaborating with other teachers that the teachers and students are enthusiastic and engaged in the learning process. Shannon and I are positive that the collaboration assignment was much better using my experience as a teacher-librarian, as she was not familiar with the non-fiction side of the resources, web site evaluation, and database training. There is definitely an improvement in comprehension and achievement. I also get the added benefit of learning about other subjects besides English, which I find fascinating. Collaboration with classroom teachers to improve reading comprehension strategies is a win-win situation for all.
Reading Strategies and Reciprocal teaching
Long D. (2007). Increasing literacy in the high school library: Collaboration makes it happen. Teacher Librarian. 35 (1), 13-17. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27485713&site=ehost-live
The problem presented in Long’s (2007) article, “Increasing Literacy in the High School Library,” is that the “high school classrooms are filled with struggling readers.” In addition, because of “high-stakes testing,” many schools are trying to improve students’ reading scores. Long’s (2007) article “presents a successful collaborative project designed to implement a successful reading strategy—reciprocal teaching … within the confines of students’ library research.”
Reciprocal teaching is an instructional technique that promotes student thinking and interacting with text. As they read, students practice four comprehension strategies: predicting (making an educated guess about text content), asking questions (both recall and higher level), clarifying (words or concepts), and summarizing (identifying and restating main ideas or concepts). At first, the teacher models the use of these strategies in understanding content area texts. Later, students practice the strategies in group dialogues about the text. Eventually, students take responsibility for practicing the strategies (Long, 2007).
Long (2007) claims that many high school students lack the skills to read and learn from textbooks. Moreover, their content area teachers also may not know how to teach effective reading strategies using their textbooks in a way to teach students to succeed. Many teachers bring their classes to the library to do a research project; however, the research task of reading many resources is overwhelming to the students. This is usually where copy and pasting come in. Long (2007) states that when teachers are often frustrated with the research results, they will often either avoid research projects altogether or struggle with a search for effective strategies alone. This scenario offers the teacher-librarian the opportunity to collaborate with the classroom teacher.
The library media center provides a unique opportunity for collaboration among school professionals that can play a vital role not only in helping students learn to read the informational texts that they encounter, but also in assisting teachers to employ strategies to teach students to do so. (Long, 2007)
“Research shows that the reciprocal teaching method has been effective in helping students improve their reading ability and in promoting reading comprehension, as measured on standardized tests” (Long, 2007 quoted Palinscar & Brown, 1984; and Carter, 1997).
The selected project was based at a high school in California in language arts and government; however, this reciprocal teaching project can be applied to other subjects, as well. The administrator and the web-master were also involved. The students used templates for notes and bibliographic entries. The teacher-librarian was able to demonstrate appropriate information literacy skills and high-quality resources. Long (2007) affirms that “this project is an important demonstration of how a school library media teacher can work with other teachers to further the academic goals of a school and positively affect student achievement.”
Personally, I have observed the main problem that Long (2007) presents--that students lack the skills to use informational text properly—many times in the library when teachers bring their classes in for research projects. I have had the opportunity to ask teachers if they would appreciate my templates for citing and note-taking. Most teachers take advantage of the fact that they are already typed out for them. I have noticed that students really appreciate the templates, as well. I have had the opportunity of collaborating with individual teachers; however, I would like to try the approach presented in this article of trying to collaborate with more than one subject at a time. When students see that teachers work together for student learning and success, they will be more willing to achieve with higher expectations put on them using the specific skills they have learned. Also, getting administration involved can only add to the success of student learning.
The problem presented in Long’s (2007) article, “Increasing Literacy in the High School Library,” is that the “high school classrooms are filled with struggling readers.” In addition, because of “high-stakes testing,” many schools are trying to improve students’ reading scores. Long’s (2007) article “presents a successful collaborative project designed to implement a successful reading strategy—reciprocal teaching … within the confines of students’ library research.”
Reciprocal teaching is an instructional technique that promotes student thinking and interacting with text. As they read, students practice four comprehension strategies: predicting (making an educated guess about text content), asking questions (both recall and higher level), clarifying (words or concepts), and summarizing (identifying and restating main ideas or concepts). At first, the teacher models the use of these strategies in understanding content area texts. Later, students practice the strategies in group dialogues about the text. Eventually, students take responsibility for practicing the strategies (Long, 2007).
Long (2007) claims that many high school students lack the skills to read and learn from textbooks. Moreover, their content area teachers also may not know how to teach effective reading strategies using their textbooks in a way to teach students to succeed. Many teachers bring their classes to the library to do a research project; however, the research task of reading many resources is overwhelming to the students. This is usually where copy and pasting come in. Long (2007) states that when teachers are often frustrated with the research results, they will often either avoid research projects altogether or struggle with a search for effective strategies alone. This scenario offers the teacher-librarian the opportunity to collaborate with the classroom teacher.
The library media center provides a unique opportunity for collaboration among school professionals that can play a vital role not only in helping students learn to read the informational texts that they encounter, but also in assisting teachers to employ strategies to teach students to do so. (Long, 2007)
“Research shows that the reciprocal teaching method has been effective in helping students improve their reading ability and in promoting reading comprehension, as measured on standardized tests” (Long, 2007 quoted Palinscar & Brown, 1984; and Carter, 1997).
The selected project was based at a high school in California in language arts and government; however, this reciprocal teaching project can be applied to other subjects, as well. The administrator and the web-master were also involved. The students used templates for notes and bibliographic entries. The teacher-librarian was able to demonstrate appropriate information literacy skills and high-quality resources. Long (2007) affirms that “this project is an important demonstration of how a school library media teacher can work with other teachers to further the academic goals of a school and positively affect student achievement.”
Personally, I have observed the main problem that Long (2007) presents--that students lack the skills to use informational text properly—many times in the library when teachers bring their classes in for research projects. I have had the opportunity to ask teachers if they would appreciate my templates for citing and note-taking. Most teachers take advantage of the fact that they are already typed out for them. I have noticed that students really appreciate the templates, as well. I have had the opportunity of collaborating with individual teachers; however, I would like to try the approach presented in this article of trying to collaborate with more than one subject at a time. When students see that teachers work together for student learning and success, they will be more willing to achieve with higher expectations put on them using the specific skills they have learned. Also, getting administration involved can only add to the success of student learning.
Tweeting
Marcoux, E. (2010). Tweeting. Teacher Librarian. 37 (5), 82-83. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=52571276&site=host-live
Embracing technology and leading in various communication formats is important for the 21st Century teacher-librarian. Since texting is the main form of connecting with friends for teens, teacher-librarians need to take advantage of learning opportunities that include our student’s main form of communication. Marcoux (2010) claims “[t]exting has surpassed face-to-face contact, email, IM, and voice-messaging—even voice cell phone conversations.” This raises a key question: how can this technology best be used in the library? Marcoux (2010) suggests that teacher-librarians can collaborate with students “via Tweets and work on how to best create opportunities for them and teachers to tweet curriculum needs/interests/foci.” Marcoux (2010) offers suggestions for the use of Tweeting on Twitter: the teacher-librarian can send out short snippets of information or web sites that can help students study, talk about new or interesting books, present new programs, help students with research projects, check out important current events that may be censored in other media, and share conference ideas with students who cannot be present at the main meetings. All of these ideas are instant, short, (less than 150 words) and collaborative. Marcoux (2010) suggests that teacher-librarians keep track of data collected that shows an increase in student learning and share it with the community.
Marcoux (2010) also mentions some downfalls with this sort of technology, such as lack of technical support, students are not used to effectively using these tools for research and learning, and that using social networking tools encourages grammar and spelling errors. However, this is where teacher-librarians can be leaders by teaching how to research before students develop too many bad habits.
Personally, I have not Tweeted before. I have visited the public library Twitter link and signed up, and read all the Tweets, but I have not responded to a tweet yet. I would like to start a Twitter account in my library talking about good reads.
Embracing technology and leading in various communication formats is important for the 21st Century teacher-librarian. Since texting is the main form of connecting with friends for teens, teacher-librarians need to take advantage of learning opportunities that include our student’s main form of communication. Marcoux (2010) claims “[t]exting has surpassed face-to-face contact, email, IM, and voice-messaging—even voice cell phone conversations.” This raises a key question: how can this technology best be used in the library? Marcoux (2010) suggests that teacher-librarians can collaborate with students “via Tweets and work on how to best create opportunities for them and teachers to tweet curriculum needs/interests/foci.” Marcoux (2010) offers suggestions for the use of Tweeting on Twitter: the teacher-librarian can send out short snippets of information or web sites that can help students study, talk about new or interesting books, present new programs, help students with research projects, check out important current events that may be censored in other media, and share conference ideas with students who cannot be present at the main meetings. All of these ideas are instant, short, (less than 150 words) and collaborative. Marcoux (2010) suggests that teacher-librarians keep track of data collected that shows an increase in student learning and share it with the community.
Marcoux (2010) also mentions some downfalls with this sort of technology, such as lack of technical support, students are not used to effectively using these tools for research and learning, and that using social networking tools encourages grammar and spelling errors. However, this is where teacher-librarians can be leaders by teaching how to research before students develop too many bad habits.
Personally, I have not Tweeted before. I have visited the public library Twitter link and signed up, and read all the Tweets, but I have not responded to a tweet yet. I would like to start a Twitter account in my library talking about good reads.
Teaching How to Read Informational Texts
Trinkle, C. (2007). Teaching the Use of Informational Text is Informational Literacy. School Library Media Activities Monthly, 24 (3), 37. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=27400691&site=ehost-live
Trinkle’s (2007) claim in “Teaching the Use of Informational Text is Informational Literacy” is that” there is a tremendous need for informational texts as read-alouds and as replacements for weak basal readers that do not have the vocabulary or content area knowledge so vital to students.” Trinkle (2007) thinks “[i]t is surprising that the emphasis in primary grades is on fiction when it is informational texts that can help struggling students the most.” Trinkle (2007) addresses four components of reading instruction—phonemic awareness/phonics, fluency, vocabulary, and reading comprehension—through informational texts. Although Trinkle’s position is a K-4 library media specialist, the suggestions in this article are important for secondary students, as well. For phonemic awareness/ phonics, the teacher-librarian can choose books “rich in sounds and sound-letter relationships.” Reading information texts aloud has many benefits for fluency—they are “high-interest,” expand “vocabulary not found in fictional works,” and “enrich knowledge of the sciences, history, and cultures.” Read-alouds also improve student oral reading practice. Read-alouds provide students with a “rich vocabulary and world knowledge.” For reading comprehension, the teacher-librarian “can play a vital role in teaching a child how to read to learn” new information. Trinkle (2007) also suggests that it is important for the teacher-librarian to “be equipped with lesson plans that use informational texts” and collaborate with the classroom teacher. Trinkle (2007) includes ten valuable strategies/best practices for teaching text and three useful sources for informational texts in her article. I particularly like the first strategy the best which is the “use of interactive read-louds,” which suggests that the teacher-librarian “stop reading frequently to ask questions, make observations, answer student questions, make connections (text-to-text, text-to-self, and text-to-world)”; “use Bloom’s Taxonomy to pose both lower and higher order questions”; and “pull unfamiliar words from the text to discuss in advance of reading and post on … a Word Wall.” Because students are used to fictional texts in the primary grades, it is important not to assume that students know how to read informational texts; the secondary teacher-librarian must “teach students how to access, evaluate, and, … use information,” as “it is a waste of time to help students access and evaluate information if the student is unable to use the information at hand in research projects.” Using strategies suggested by Trinkle (2007) will definitely help students in the research process. Two strategies that I learned and will definitely incorporate into my lessons are: “booktalk[ing] informational texts for students” and staff and “copy[ing] the cover and table of contents of new informational texts that match the curriculum and place them in teacher mailboxes.” There are many useful strategies using informational resources provided by Trinkle (2007).
Trinkle’s (2007) claim in “Teaching the Use of Informational Text is Informational Literacy” is that” there is a tremendous need for informational texts as read-alouds and as replacements for weak basal readers that do not have the vocabulary or content area knowledge so vital to students.” Trinkle (2007) thinks “[i]t is surprising that the emphasis in primary grades is on fiction when it is informational texts that can help struggling students the most.” Trinkle (2007) addresses four components of reading instruction—phonemic awareness/phonics, fluency, vocabulary, and reading comprehension—through informational texts. Although Trinkle’s position is a K-4 library media specialist, the suggestions in this article are important for secondary students, as well. For phonemic awareness/ phonics, the teacher-librarian can choose books “rich in sounds and sound-letter relationships.” Reading information texts aloud has many benefits for fluency—they are “high-interest,” expand “vocabulary not found in fictional works,” and “enrich knowledge of the sciences, history, and cultures.” Read-alouds also improve student oral reading practice. Read-alouds provide students with a “rich vocabulary and world knowledge.” For reading comprehension, the teacher-librarian “can play a vital role in teaching a child how to read to learn” new information. Trinkle (2007) also suggests that it is important for the teacher-librarian to “be equipped with lesson plans that use informational texts” and collaborate with the classroom teacher. Trinkle (2007) includes ten valuable strategies/best practices for teaching text and three useful sources for informational texts in her article. I particularly like the first strategy the best which is the “use of interactive read-louds,” which suggests that the teacher-librarian “stop reading frequently to ask questions, make observations, answer student questions, make connections (text-to-text, text-to-self, and text-to-world)”; “use Bloom’s Taxonomy to pose both lower and higher order questions”; and “pull unfamiliar words from the text to discuss in advance of reading and post on … a Word Wall.” Because students are used to fictional texts in the primary grades, it is important not to assume that students know how to read informational texts; the secondary teacher-librarian must “teach students how to access, evaluate, and, … use information,” as “it is a waste of time to help students access and evaluate information if the student is unable to use the information at hand in research projects.” Using strategies suggested by Trinkle (2007) will definitely help students in the research process. Two strategies that I learned and will definitely incorporate into my lessons are: “booktalk[ing] informational texts for students” and staff and “copy[ing] the cover and table of contents of new informational texts that match the curriculum and place them in teacher mailboxes.” There are many useful strategies using informational resources provided by Trinkle (2007).
Learning Commons without Books
Kenney, B. (2009, October). The Biggest Losers. School Library Journal. p. 9. Retrieved from http://search.ebscohost.comlogin.aspx?direct=true&db&AN=4459875&site=ehost-live
Kenney (2009) is an Editor-in-Chief of a library magazine. His article, “The Biggest Losers” is a response to the innovative headmaster James Tracy, who is responsible for a half-a-million dollar investment to transform the library into an interactive Learning Commons. Tracy’s school “is getting rid of its 20,000 book collection and replacing it with 18 digital readers, such as the Kindle,” and a “cyber-café (with a $12,000 cappuccino machine!), and much more.” Kenney (2009) accuses Tracy of not doing his homework as the books offered for e-books are classics, not very good, and limited in number. Not only that, but he says that after the students leave Cushing Academy, they will still need to learn “21th Century skills to succeed” in reading on a deeper level. Kenney (2009) suggests to Tracy that if he wants to encourage reading, try “tak[ing] advantage of the 86 titles on the 2009 Best Books for Young Adult list.” He also cites a research study “of more than 3,000 teens by Teensread.com, young adults prefer print” (Kenney, 2009 quotes the October 26 issue of Publishers Weekly).
My response to Tracy’s library reformation is that I have to agree with Kenney (2009) that while bookless libraries such as Tracy’s may be a thing of the future, most students prefer books, as the responses I observe every day in my library suggest. Students always come in to my library and want the latest book, or the next book in a series. I also see students watching You-Tube and playing games, but students need a variety of resources and formats to be well-rounded readers in today’s society. I would suggest to Tracy that balance is much more effective than getting rid of all books in the library to meet the needs of all learners.
Kenney (2009) is an Editor-in-Chief of a library magazine. His article, “The Biggest Losers” is a response to the innovative headmaster James Tracy, who is responsible for a half-a-million dollar investment to transform the library into an interactive Learning Commons. Tracy’s school “is getting rid of its 20,000 book collection and replacing it with 18 digital readers, such as the Kindle,” and a “cyber-café (with a $12,000 cappuccino machine!), and much more.” Kenney (2009) accuses Tracy of not doing his homework as the books offered for e-books are classics, not very good, and limited in number. Not only that, but he says that after the students leave Cushing Academy, they will still need to learn “21th Century skills to succeed” in reading on a deeper level. Kenney (2009) suggests to Tracy that if he wants to encourage reading, try “tak[ing] advantage of the 86 titles on the 2009 Best Books for Young Adult list.” He also cites a research study “of more than 3,000 teens by Teensread.com, young adults prefer print” (Kenney, 2009 quotes the October 26 issue of Publishers Weekly).
My response to Tracy’s library reformation is that I have to agree with Kenney (2009) that while bookless libraries such as Tracy’s may be a thing of the future, most students prefer books, as the responses I observe every day in my library suggest. Students always come in to my library and want the latest book, or the next book in a series. I also see students watching You-Tube and playing games, but students need a variety of resources and formats to be well-rounded readers in today’s society. I would suggest to Tracy that balance is much more effective than getting rid of all books in the library to meet the needs of all learners.
Using Picture Books for Differentiated Instruction
Lukehart, W. (2010). Art in Theory and Practice, II. School Library Journal, 56 (2), 20-21. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=47927369&site=ehost-live
Lukehart’s (2010) article, “Art in Theory and Practice,” is the “second part of a series devoted to the intellectual and social benefits of visual thinking” through the use of picture books. Students are shown the picture book and the teacher uses the think-aloud process to discuss the book. While Lukehart (2010) pointed out that younger students were engaged in the process by asking questions and offering suggestions, older students viewed this think-aloud process as more of an interruption and wanted the teacher to get on with the reading. Lukehart (2010) states that as we learn how to read, we have more words and few pictures, and she wants to reverse this process. Lukehart (2010) also suggests that teens can engage in this process with younger readers, as well. In addition, using picture books is great for differentiated instruction.
I feel that at a time when there are more and more students who have learning difficulties, using picture books helps students engage in reading in the classroom and gives these students a sense of achievement rather than frustration. Also, I know that teenagers enjoy revisiting picture books that they read as a child or that their parents read to them. In addition, because they are so visual and artistic, graphic novels are one of the most popular reading choices for teenagers today. It is important to choose and discuss material that the students enjoy in developing a love for reading.
I particularly like to use picture books for providing multi-cultural literature into the classroom. Currently, I am working with an English teacher in which the students read a novel from a different culture and compare how the culture is represented in the novel with how the culture is represented in a picture book. For example, Wayson Choy’s All That Matters (2006) and Paul Yee’s Ghost Train (1996) represent certain aspects in the Chinese culture. By comparing the novel with the picture book, the students can understand so much more of the picture book and see that picture books are not just for people who cannot read words.
Lukehart’s (2010) article, “Art in Theory and Practice,” is the “second part of a series devoted to the intellectual and social benefits of visual thinking” through the use of picture books. Students are shown the picture book and the teacher uses the think-aloud process to discuss the book. While Lukehart (2010) pointed out that younger students were engaged in the process by asking questions and offering suggestions, older students viewed this think-aloud process as more of an interruption and wanted the teacher to get on with the reading. Lukehart (2010) states that as we learn how to read, we have more words and few pictures, and she wants to reverse this process. Lukehart (2010) also suggests that teens can engage in this process with younger readers, as well. In addition, using picture books is great for differentiated instruction.
I feel that at a time when there are more and more students who have learning difficulties, using picture books helps students engage in reading in the classroom and gives these students a sense of achievement rather than frustration. Also, I know that teenagers enjoy revisiting picture books that they read as a child or that their parents read to them. In addition, because they are so visual and artistic, graphic novels are one of the most popular reading choices for teenagers today. It is important to choose and discuss material that the students enjoy in developing a love for reading.
I particularly like to use picture books for providing multi-cultural literature into the classroom. Currently, I am working with an English teacher in which the students read a novel from a different culture and compare how the culture is represented in the novel with how the culture is represented in a picture book. For example, Wayson Choy’s All That Matters (2006) and Paul Yee’s Ghost Train (1996) represent certain aspects in the Chinese culture. By comparing the novel with the picture book, the students can understand so much more of the picture book and see that picture books are not just for people who cannot read words.
Reading for Enjoyment
Gordon, C. (2010). Meeting Readers Where They Are. School Library Journal, 56 (11). 32-37. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=55092188&site=ehost-live
Gordon’s (2010) article, “Meeting Readers Where They Are,” poses two questions: “How can school librarians help students read with understanding in dynamic digital environments? And “How can they anticipate the help young people need to successfully negotiate new forms of reading?” Gordon (2010) examines “the underlying research-based beliefs that may or may not guide those practices,” but “can help improve our work today” and “help us create future practices.” Gordon (2010) outlines seven of the most prevalent beliefs about reading: 1) Young people get better at reading by reading, just as they learn by doing (Gordon, 2010 quoted Shin, 1998: Dewey, 1916); 2) The social aspects associated with reading are motivational (Gordon, 2010 quoted Guthrie and Wigfield, 1997); 3) Free choice is a factor in reading motivation (Gordon, 2010 quoted Guthrie and Davis, 2003); 4) Free voluntary reading is as effective, or more effective, than direct instruction (Gordon, 2010 quoted Greaney, 1970; Krashen, 1989); 5) People will read when they have access to reading materials (Gordon, 2010 quoted Krashen, 2004); 6) It is important to design inclusive summer reading for all students (Gordon, 2010 quoted Gordon and Lu, 2008); and 7) The pleasure hypothesis—reading is its own reward (Gordon, 2010 quoted Krashen, 2004). From the research, Gordon (2010) concludes that students like “interaction, hands-on experiences”; “they thrive on social interaction and inclusiveness”; “they are self-directed learners who know free choice is part of being creative”; and “teens expect access to books and computers.”
As a teacher-librarian, I will promote reading programs according to the findings of Gordon’s (2010) research. I encourage the English teachers in our school to do a regular book exchange every two weeks; students may sign out as many books as they like. Students are not limited to fiction books, or a certain level of book. Some students sign out non-fiction books, or magazines. Our English teachers have twenty minutes of silent reading at the beginning or end of their class every day. I provide a lot of award-winning resources and books, some suggested by teen readers; the students have a lot of choice in reading material. In collaboration with one English teacher this year, we have designed a book talk assignment. The students chose their book and then we put the students in groups of three; the students had a choice between several choices of book talks. For example, I noticed many students chose the book talk suggestion about talking about a character and the growth they experienced throughout the novel. The students could have chosen to discuss theme, setting, the title, and how it related to the story, personal connection, or an important passage and how it connected to the chapter, the book, and to society in general. I observed that the students had a positive interaction with the response to the books and their peers. I would like to encourage an activity like this using a Blog once I feel comfortable using Blogs.
A few activities to discourage are reading for rewards, choosing books that are old or that students do not like, and limiting choice or format of reading material.
I would also like to put together a summer reading list with the main goal of keeping students reading for the sole purpose of enjoyment. Currently, I am making up Read-a-like displays and pamphlets.
Gordon’s (2010) article, “Meeting Readers Where They Are,” poses two questions: “How can school librarians help students read with understanding in dynamic digital environments? And “How can they anticipate the help young people need to successfully negotiate new forms of reading?” Gordon (2010) examines “the underlying research-based beliefs that may or may not guide those practices,” but “can help improve our work today” and “help us create future practices.” Gordon (2010) outlines seven of the most prevalent beliefs about reading: 1) Young people get better at reading by reading, just as they learn by doing (Gordon, 2010 quoted Shin, 1998: Dewey, 1916); 2) The social aspects associated with reading are motivational (Gordon, 2010 quoted Guthrie and Wigfield, 1997); 3) Free choice is a factor in reading motivation (Gordon, 2010 quoted Guthrie and Davis, 2003); 4) Free voluntary reading is as effective, or more effective, than direct instruction (Gordon, 2010 quoted Greaney, 1970; Krashen, 1989); 5) People will read when they have access to reading materials (Gordon, 2010 quoted Krashen, 2004); 6) It is important to design inclusive summer reading for all students (Gordon, 2010 quoted Gordon and Lu, 2008); and 7) The pleasure hypothesis—reading is its own reward (Gordon, 2010 quoted Krashen, 2004). From the research, Gordon (2010) concludes that students like “interaction, hands-on experiences”; “they thrive on social interaction and inclusiveness”; “they are self-directed learners who know free choice is part of being creative”; and “teens expect access to books and computers.”
As a teacher-librarian, I will promote reading programs according to the findings of Gordon’s (2010) research. I encourage the English teachers in our school to do a regular book exchange every two weeks; students may sign out as many books as they like. Students are not limited to fiction books, or a certain level of book. Some students sign out non-fiction books, or magazines. Our English teachers have twenty minutes of silent reading at the beginning or end of their class every day. I provide a lot of award-winning resources and books, some suggested by teen readers; the students have a lot of choice in reading material. In collaboration with one English teacher this year, we have designed a book talk assignment. The students chose their book and then we put the students in groups of three; the students had a choice between several choices of book talks. For example, I noticed many students chose the book talk suggestion about talking about a character and the growth they experienced throughout the novel. The students could have chosen to discuss theme, setting, the title, and how it related to the story, personal connection, or an important passage and how it connected to the chapter, the book, and to society in general. I observed that the students had a positive interaction with the response to the books and their peers. I would like to encourage an activity like this using a Blog once I feel comfortable using Blogs.
A few activities to discourage are reading for rewards, choosing books that are old or that students do not like, and limiting choice or format of reading material.
I would also like to put together a summer reading list with the main goal of keeping students reading for the sole purpose of enjoyment. Currently, I am making up Read-a-like displays and pamphlets.
Teacher-Librarian's Collaboration with Classroom Teachers Improves Student Achievement
Buzzeo, T. (2010). Strength in Numbers. School Library Journal, 56 (10), 38-40. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=54457987&site=ehost-live
Collaboration with teachers in planning, teaching, and evaluating literacy is one of four major roles of the teacher-librarian that directly affect the quality of literacy education and learning in school (Asselin, 2005, pp. 14-15). In Buzzeo’s (2010) article, “Strength in Numbers,” the main idea is that “data-driven collaboration [is a] practical easy to use technique in which media specialists and teachers work together to pinpoint kids’ instructional needs and improve their essential skills.” Furthermore, Buzzeo (2010) states that since “the primary purpose of all instructional collaboration between teachers and librarians is to improve student learning and achievement” that “data-driven collaboration is a definite shoo-in” for job security. Buzzeo’s (2010) method partners with classroom teachers in helping improve test scores, so that teachers do not have to shoulder this responsibility by themselves. Buzzeo (2010) believes data-driven collaboration is an important key to saving media specialists’ jobs. He gives an outline of the six-step process: 1) Identify a project to tackle; 2) Examine the test data; 3) Target the skills that need improvement; 4) Look carefully at the constructed response questions; 5) Focus on two or three subskills; and 6) Don’t forget to document student achievement. Buzzeo (2010) includes an example of his method in practice using a grade five classroom. For further reading about the topic, read The Collaboration Handbook (Linworth, 2008).
One of the biggest problems with collaboration is that a lot of teachers cannot find the time to collaborate in their busy schedules along with keeping up with curriculum and assessment. As Buzzeo (2010) suggests, the teacher-librarian can choose a subject that the teacher does not like or feel comfortable with. Currently, I am working with a Science 10 teacher who was looking for something different besides doing the same old science fair projects; he felt that the students were regurgitating projects that were already performed on the internet and there was not really any new learning. I suggested doing a debate on the hot topics in science. The teacher told me that this is way out of his comfort zone (science is out of my comfort zone). However, I talked him into it by showing him what it will look like and put the process together for him. We put together teams of four with a choice of four topics: animal experimentation, space exploration, genetic modification, and global warming. Eight students sign up for one topic. The students are told they will need to research both sides of the topic, as they will not know which side they are debating until the morning of the debate. I provided the resources, the database training, and the referencing lesson. The teacher made up the rubric with intended learning outcomes. This assignment will definitely improve student learning and achievement. The teacher is very nervous about the outcome, but I told him that I will come to his class on the day of the debate to help assess student learning. We are both very excited to see the outcome in the month of December. I also observed when students came to the library for research that the students are very enthusiastic about this project.
Previously, science 10 teachers were not making the time to come to the library because with the new program, besides learning the new content, there was so much more curriculum to get through in the semester. For the project mentioned above, the students came to the library for two days, but the rest of the research will be on their own time, as they must still get through the curriculum. I have asked the classroom teacher if it is all right if I ask the principal to attend the debate, as well as I want the principal to see the collaboration between the teacher and I and the improvement of the achievement in the students. I definitely agree with Buzzeo (2010) that collaboration is a key component to saving the teacher-librarian’s position. Teachers will welcome the added help with assessment and students will benefit with the improvement in testing scores.
Collaboration with teachers in planning, teaching, and evaluating literacy is one of four major roles of the teacher-librarian that directly affect the quality of literacy education and learning in school (Asselin, 2005, pp. 14-15). In Buzzeo’s (2010) article, “Strength in Numbers,” the main idea is that “data-driven collaboration [is a] practical easy to use technique in which media specialists and teachers work together to pinpoint kids’ instructional needs and improve their essential skills.” Furthermore, Buzzeo (2010) states that since “the primary purpose of all instructional collaboration between teachers and librarians is to improve student learning and achievement” that “data-driven collaboration is a definite shoo-in” for job security. Buzzeo’s (2010) method partners with classroom teachers in helping improve test scores, so that teachers do not have to shoulder this responsibility by themselves. Buzzeo (2010) believes data-driven collaboration is an important key to saving media specialists’ jobs. He gives an outline of the six-step process: 1) Identify a project to tackle; 2) Examine the test data; 3) Target the skills that need improvement; 4) Look carefully at the constructed response questions; 5) Focus on two or three subskills; and 6) Don’t forget to document student achievement. Buzzeo (2010) includes an example of his method in practice using a grade five classroom. For further reading about the topic, read The Collaboration Handbook (Linworth, 2008).
One of the biggest problems with collaboration is that a lot of teachers cannot find the time to collaborate in their busy schedules along with keeping up with curriculum and assessment. As Buzzeo (2010) suggests, the teacher-librarian can choose a subject that the teacher does not like or feel comfortable with. Currently, I am working with a Science 10 teacher who was looking for something different besides doing the same old science fair projects; he felt that the students were regurgitating projects that were already performed on the internet and there was not really any new learning. I suggested doing a debate on the hot topics in science. The teacher told me that this is way out of his comfort zone (science is out of my comfort zone). However, I talked him into it by showing him what it will look like and put the process together for him. We put together teams of four with a choice of four topics: animal experimentation, space exploration, genetic modification, and global warming. Eight students sign up for one topic. The students are told they will need to research both sides of the topic, as they will not know which side they are debating until the morning of the debate. I provided the resources, the database training, and the referencing lesson. The teacher made up the rubric with intended learning outcomes. This assignment will definitely improve student learning and achievement. The teacher is very nervous about the outcome, but I told him that I will come to his class on the day of the debate to help assess student learning. We are both very excited to see the outcome in the month of December. I also observed when students came to the library for research that the students are very enthusiastic about this project.
Previously, science 10 teachers were not making the time to come to the library because with the new program, besides learning the new content, there was so much more curriculum to get through in the semester. For the project mentioned above, the students came to the library for two days, but the rest of the research will be on their own time, as they must still get through the curriculum. I have asked the classroom teacher if it is all right if I ask the principal to attend the debate, as well as I want the principal to see the collaboration between the teacher and I and the improvement of the achievement in the students. I definitely agree with Buzzeo (2010) that collaboration is a key component to saving the teacher-librarian’s position. Teachers will welcome the added help with assessment and students will benefit with the improvement in testing scores.
Subscribe to:
Posts (Atom)