Partnering on Pedagogy:
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Ideas for increasing access to books as we support literacy
There are ideas that I have tried that can promote reading in any library. First of all, parents are our most vital partners. I open our library all day to parents and work to increase their understanding of teachers' instructional strategies for reading. The changes that I have made to our check-out policy give to readers more books, more often. We re-thought the system that I inherited where only one book a week was checked out to each first grader and the number increased by one book each year (second graders getting 2 at a time, third graders getting 3 at a time, and so on. Younger readers' books are shorter, so they need more of them each week, whereas the 5th graders really have no need of five chapter books at a time.
I promote the development of good habits for reading by using a fixed schedule with younger learners and a flexible schedule for older ones. Students in our younger grades visit once a week. But our older students have their library lessons arranged according to the needs of the curriculum. So when do they get their books? Whenever they need them; when they visit in much smaller groups of 1-5 students-- much easier to serve with individual help of the Teacher-Librarian. Employing a pass system in the ways the classroom teacher feels best fits the flow of learning activities throughout her week, students visit the library any day of the week. Skillful use of the library's circulation records helps us track the checkout of materials by individuals as they move from fixed to flex schedule. If they haven't visited in a while, I send them an invitation. Every ten weeks or so (more often if they ask for it and always preceding parent-teacher conferences) I provide teachers a record of the number of books that each of their students has checked out in order to help them monitor their students' progress. In this way we team with teachers to keep kids from falling through the cracks. Creating a culture for reading
I spend a good amount of time connecting learners to the books at their level, and developing a culture of reading by putting our students into the spotlight with their book recommendations to their peers-- at school assemblies, and with student photos on bulletin boards and library displays. (At HKIS, we developed a series of Book Bites - video programs where kids creatively shared about the books they love.) I developed a series of author studies that are rich in media, and for teachers' benefit, I've amassed a huge set of links to author study materials. And I have written materials to equip parents to succeed as partners for developing reading habits a well as their children's habits of mind. I welcome parents to the library and assist them to find the materials that are “just right” for their children. My recommended reading lists and displays help them to help themselves, too, should they visit when I am involved in a lesson or a collaborative meeting.
Reading is Thinking!When I read a story, I share my thinking aloud as I model to students and teachers predicting, reflecting on text-to-self, text-to-text and text-to-world connections, appreciating author's and illustrators' styles, and placing a book in the context of the library and information world. Although I don't belabor teaching points for our littlest ones, using analytical terms is part of my reading aloud technique from the early stages. That way children are exposed to the words we use to appreciate literature: plot, characters, setting, character development, style, word choice, and the wonderful literary devices authors use. I enjoyed work with first graders this year as we looked at what the fox symbolizes in stories. We said that authors make choices about the characters they use to tell their story. When we see the wolf or the fox, the alarms ring in a reader's head because that character symbolizes danger! Students shouldn't wait for junior high to begin hearing the terms that we use to analyze the ways that authors deliver a message.
I enjoy story-telling with kids and love to hear them laugh and beg for “another!” And I have participated in “Literacy Week” planning and delivery of activities, including stage performances. I'm comfortable being goofy on stage and am told that my creative use of media, personal accounts and dramatic skills help me to hold an audience, whatever the age. I also make good use of school communications (web sites, newsletters, assemblies, PTA meetings) to get parental partnership for our learning initiatives. The teacher-librarian defends the good use of print books throughout grade levels with sound research that proves that comprehension is highest from reading print. Quite logically, research also shows that student achievement is increased when the teacher-librarian is supported to play a leading role in school program development. Teacher-Librarians can help serve struggling readers with audio-books and Play-aways that will scaffold their reading. Sources at A-Z reading can provide additional support online. If we get reading right (and habitualized) in the elementary years, students are poised to get the most out of an internet environment depends upon well developed reading skills from each user. Strategies for
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