A Freebie for Your Patience May 7, 2016Posted by Mrs. J in the Library in Books, Ebooks, Reflections.
Tags: freebie, lessons, library centers, reading
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I know it’s been over 5 months since my last post, and well…life got in the way. In the past few months, my husband and I became (very happily) pregnant, and it seems like everything just went crazy from there. I know this will probably come as no surprise to the parents reading this, but things just…change. There’s a gradual, but very noticeable, shift that I wasn’t expecting.
I don’t have the same drive to blog, or tweet, or create, or innovate. To be fair, my body’s a little busy doing plenty of creating, however, I don’t feel the same ambitious desire to do anything innovative or new in my library. It’s disconcerting, but I’m emotionally and professionally fine with it. It’s been easier than I expected to just let it go.
Andy Woodworth at Agnostic, Maybe has an excellent blog post on how first-time fatherhood affects his professional life. I read it last summer, and it came to mind again a couple of weeks ago. It captures rather well how I’ve been feeling (except for the partner judging/shaming…my hubby has taken over all the cooking and most of the cleaning, so I blessedly can’t relate to that part). I admire his ability and willingness to write about how his personal and professional lives interact. And I wish more librarians and educators would be so honest about the realities of the elusive work-life balance.
So for my readers’ patience, here’s a freebie of one of my library centers that I’ve used for a couple of years. A commonly used center is the “reading independently” or “book buddies reading” center, and some other versions are available from my teacher-librarian PLN. I made my own version for two reasons:
- I color-coded my library centers based on my 3 types of centers: Research Skills, Reading & Language, and Makerspace. I assigned the color red to all the Reading & Language centers, so I wanted my Independent Reading Center to be red.
- I wanted to add options for reading material to include magazines and ebooks, as well as whisper-reading to a beanbag buddy or “book buddy.”
So if you’d like to try my version of this popular center, click on the image below or on THIS LINK to download it. The zip file download contains the center sign below in PDF and Microsoft Word file formats, and an editable lesson plan in Microsoft Word file. The clipart is from Glitter Meets Glue Designs and Empty Jar Illustrations.
Thank you for staying tuned during my temporary hiatus. Enjoy!
Reading Aloud in School: An Endangered Practice? July 23, 2015Posted by Mrs. J in the Library in Books, How to Be Brave, PSLA.
Tags: lessons, library, reading, reading aloud, research
At the recent PA School Librarians Association (PSLA) Annual Conference, I read a worrisome tweet from a participant in a concurrent session. Some Pennsylvania librarians reported that administrators recently told them that reading aloud isn’t “rigorous enough.” Not even as part of a larger unit or with young students.
I was horrified to hear that statement, however, it wasn’t the first time, I’ve heard similar whispers about “rigor” in relation to library class time and reading aloud. It’s particularly frustrating to hear when in some districts (not mine), the teacher-librarian is viewed as “just coverage” for a classroom teacher’s planning period, regardless of how rigorous (or not) the information literacy instruction is.
Anyway, in my district, the curriculum we teach is accepted as part of the wider district curriculum, and that brings along all kinds of language like “rigor” and “accountability” and “assessment data” and “SLOs” (or Student Learning Outcomes). I’m *SO* over those education buzzwords.
I still read aloud to kindergarten, 1st, and 2nd grade students, and I base my research and information literacy instruction on the books I read.
Here are 3 reasons why reading aloud is more important than ever in a child’s education:
- Reading aloud builds common experiences and a shared vocabulary. For students who are lucky enough to attend our school for multiple years (or even long enough to experience 2 of my library units), I often refer back to characters and events in a book we previously read. Of course, I also explain the background and give the book title and author for newer students to read on their own, too.
- Reading aloud models fluency, voice, and how to enjoy a book without the pressure of “accountability.” When children listen to a story, it should be for the sheer enjoyment, not for a comprehension quiz. Listening to a book being read models to students how to read well, which is undeniably helpful in learning to read.
- It’s fun. I know, I know, that’s not a popular pedagogical reason to give administrators. But I teach children who are over-scheduled, over-tested, and under the age of 11. I dare any administrator to think back to when they were 8 years old, and see what they remember most. My guess is it wasn’t “rigorous” by today’s standards.
Resources on the Importance of Reading Aloud
There is significant evidence in educational research that reading aloud matters, and here some resources to advocate to parents, administrators, and community members.
Mem Fox’s excellent read-aloud lesson, ten read-aloud commandments, and her long (but worth it) article, “Like mud, not fireworks”…in fact, just go read all the “Teachers” and “Parents” sections of her website. They’re fabulous!
Reading Is Fundamental’s (aka RIF) articles on reading aloud, including research from the U.S. Department of Education
Scholastic Parent’s March 2015 blog post about reading to older children, even after they can read themselves, which I posted to my library Facebook page.
A homeschooling mom’s April 2015 blog post about reading aloud highlights some of the benefits for parents reading to their children, but more importantly, she explains why reading *good* children’s literature matters when reading to children.
Of course, there are many more resources in educational research journals, but the above links are readily accessible to anyone with an Internet connection, regardless access to database subscriptions. If you have another reading aloud resource to share or have successfully advocated to stakeholders about this topic, please share your knowledge in the comments!
Tags: books, collection development, journals, learning, lessons, magazines, reading, reflection, reviews
TL Blogging Challenge #19 – What is one thing you wish you were better at. Just one! Why? What could you do to improve in this area?
As part of my reflection process, I have a section in my lesson plans for “Glows and Grows.” My favorite professor at Messiah College, Dr. Anita Voelker, taught me that phrase, and I use it to focus on both the positive things that happened in a lesson, the glows, and the things that I need to work on next time, the grows.
Professionally, one of my all-the-time “grows” is keeping up with professional reviews for collection development. I’m a bit embarrassed to say I am 4-5 months behind in reading School Library Journal, the one professional journal I subscribe to in print, and I rarely read others like Library Media Connection, Teacher Librarian or PSLA‘s Learning and Media Online. It’s just not a very high priority on my ever-lengthening to-do list; there are too many other things that I feel are more important than reading reviews. Plus, sometimes, I think the print journals often mirror what I’ve already read in my Feedly RSS reader. (See the PLN links on the right to see who I follow by RSS.)
When I first met my New York Giants-loving husband, I often used football games to read SLJ. I could read the articles and all the reviews in a single issue in the span of one football game, and it was always nice to curl up on the couch with my hubby while catching the main highlights of the game. I’m not a huge football fan, so this worked well for me. This past year, though, the Giants had such a terrible season that it wasn’t even fun to watch. So my SLJ-reading time didn’t happen a whole lot, and I never really caught up since then. I’m now in the middle of reading the March 2014 issue, and I haven’t gotten the July one yet.
My dream solution would be to have online reading options as well as integration with the major school library distributors like Follett and Mackin. I want to read SLJ‘s articles and reviews on a computer or tablet, and when I like a review enough to add it to a buying wish list, I could just “check” it somehow within a SLJ digital edition (or app) and it would automatically add that title to the list on my Follett Titlewave account (or Mackin account). Right now I just circle a review of a book I think our library should have, or I might mark it “maybe.” When I look up the book in Follett’s Titlewave collection development tool, I read the other reviews of the book within Titlewave, and then decide if it should stay on the buying list, or if it gets cut. My materials-reviewing time could be cut in half with digital integration like the above idea.
Still, barring that dream of seamless tech integration, my plan for next year is to try again with the football-watching-SLJ-reading time. Additionally, I might try reading SLJ at school, during my lunch hour or any spare moments of my day. I don’t know what to take “off my plate” to make time to do that, but it’s a possibility if I (hopefully) have the same semi-fixed schedule as last year.
The blogging challenge is from Cybrarian Jen at Where Books and Technology Meet. I’m going to try it out, but instead of daily posts, I’m going to try for 1-2 posts a week. Follow and learn with us! The participating blogs are listed in the comments of her post.
TL Blogging Challenge #5 – Booktalks February 17, 2014Posted by Mrs. J in the Library in Books, Reflections.
Tags: book clubs, books, booktalks, instruction, literature circles, programs, reading, research
I’m not really a huge booktalker. I realize that’s almost blasphemous as a teacher-librarian, but honestly, it’s about limited time. After teaching 20 classes, managing 6 sessions of RtII, supervising TV crew, ditching the Dewey decimals, managing the Android tablets, and ordering fantastic and exceptional books, there isn’t a lot of time left for dedicated booktalking.
Here’s what I do instead:
- Personalized book recommendations – During almost every library class, I offer to help anyone find their next book based on their genre preferences and past reading. This takes 3-5 minutes per student, so I can’t do it for everyone, but the ones that take me up on the offer get my undivided attention.
- Book tastings – In September, the four 5th grade teachers and I collaborated for the first time in several years. We schedule book tastings in the library with 7 library tables of books, 1 genre per table with a mix of fiction and nonfiction. The library was a mess for days, but it was worth it! The classroom and several learning support teachers came with their students to help with choosing and evaluating reading levels. By the end of 90 minutes, each student left with a list of 7-10 books they wanted to read this year. Many checked out one or two that day. I’d like to repeat the tasting again for the spring, but I think it might have to wait until after PSSA tests.
- RtII literature circles – When over 60 students need to choose new books for literature circles, the gifted teacher and I decide on a few choices, and I booktalk them to the students before they vote for their favorite. Lit circle groups are organized by student choice of books.
And that’s about it. I used to do more booktalks when teachers did monthly or quarterly book projects/reports on a particular genre. Book projects have fallen out of favor in our school in the past few years, and perhaps that’s for the best. Though students were forced to read a variety of genres, inevitably the genres that were less-respected by teachers such as humor, poetry, and science fiction were overlooked. Besides, I prefer students to read what they want, instead of what their teacher wants them to read. I’m a reading rebel like that!
I sometimes wish our teachers and public schools could be more focused on reading for fun or for enjoyment (Rosenblatt’s aesthetic stance) instead of almost exclusively on reading for information or learning (Rosenblatt’s efferent stance). Booktalking was always a great way to promote reading from an aesthetic stance, and it introduced students to books they might not have read otherwise. I think students would be more likely to become lifelong readers and learners if we could.
For more information about Louise Rosenblatt’s instructional stances, check your local public or college library databases for “transactional theory of reading” or “reader response theory.”
Rosenblatt, J. M. (1991). Literature — S.O.S.! Language Arts, 68, 444-448. Preview available on JSTOR.
The TL blogging challenge is from Cybrarian Jen at Where Books and Technology Meet. I’m going to try it out, but instead of daily posts, I’m going to try for 1-2 posts a week. Follow and learn with us! The participating blogs are listed in the comments of her post.