Vision for
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Reading: A Partner on Pedagogy in the LibraryAn abundant and attractive collection of print resources, combined with enthusiastic teaching and modeling by the teacher-librarian helps build in students the habit of reading. The librarian needs to celebrate story, infect parents and students with a love of reading, and speak the language of best practices for reading instruction. Her lessons need to continually model that “reading is thinking.” We connect text to our lives and connect text to the world.
When I moved to Casablanca, I became the teacher-librarian for the division that teaches Pre-K to grade 5. My mission is always to develop a culture for reading. I will confess that I wasn't sure I'd enjoy the work as much as I've enjoyed trailblazing with technology in Asia or the rich and compelling inquiries that students tackle in the upper grade levels. But I absolutely loved working in the elementary school and found that my background in pedagogy based upon the literacy programs at HKIS and TAS are served me exceptionally well. My PD there included workshops with Irene Fountas, Gay Sue Pinnell and Carrie Ekey on guided reading and literature circles, and I've seen schools employ Bonnie Campbell Hill's reading continuum in schoolwide practice. In the elementary school, my creativity is challenged every day as I work to spiral lessons that bring students along in their appreciation of literature and authors, ability to analyze text, and skill in finding books in our library, based on their information need or interests. To see how libraries partner with parents, share stories to support multiculturalism, and use lexiles to connect to diagnostics on individual reading levels of students, read more... Lessons for Information Literacy: Flexible vs. Fixed Scheduling
Paddling in the same boat
I believe that a library's program of instruction should be delivered on a fixed weekly schedule for younger learners while they develop a habit of reading and a sense of the library's resources (and how to use and share them responsibly.) But after basic library skills and habits have been inculcated in younger students, the fixed schedule ends. In its place comes the flexible schedule of lessons (and planning time for collaborating teachers.)
To support the complexities of co-planning and implementing long-term inquiry projects, the library's schedule of lessons varies every day. The Teacher-Librarian's schedule adapts to the collaborative meeting times that classroom teachers arrange with her. She schedules library lessons according to the demands of the curriculum, on an as-needed basis for inquirers, embedding in them well-timed information literacy lessons in support of classroom projects. While she is researching resources for the learning community, studying school wide curriculum in order to go to planning meetings prepared for efficient work, she is available to address the needs of drop-in students and teachers seeking her help if her schedule is not chock-o-block with lessons from beginning to end of the day. She is an important resource for "just in time" training. Learn about articulated skills program and the collaboration that makes that possible when you read more... Budgeting: Dollars that Make SenseA Teacher-Librarian spends a large budget every year and must balance the needs of her patrons for:
Read more on how libraries should advocate for human resource development and prioritize wisely... Digital vs. Print Resources for Learning: Don't throw the Baby out with the
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