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Literacy

Page history last edited by Moira Ekdahl 14 years, 10 months ago

Literacy

 

When asked about how school library programs promote literacy, teacher-librarians responded as follows: 

 

VSB SCHOOL LIBRARIES

 

School Libraries: Literacy and Learning

 

Teacher-librarians in Vancouver schools were asked to respond to seven questions about how their work in school libraries enables the literacy development of students.  This document is intended to provide support for new teacher-librarians, assist teacher-librarians in building strong school library programs, enable planning for collaboration with school-wide and classroom-based literacy programs and goals, keep the learning community informed about the work of teacher-librarians, and reflect the wide range of strategies used in school libraries to address the diverse needs of our students and schools.  The following is a summary of responses received. 

 

TL RESPONSES, May 2008

 

1.       TLs work collaboratively with classroom teachers to develop and implement lessons and/or units that promote speaking, reading and writing.  They may:

 

  • initiate and implement literature studies with some or all of a class, as determined through collaboration with teacher, including author and genre studies, literature and poetry circles, lessons based on Reading Power, digital storytelling  
  • create and deliver lessons on writing, eg: writing picture books and response journals, note-taking and writing from notes, writing for intended audiences, writing using new vocabulary, writing about themes, writing for engagement, writing mechanics, different types of writing for different purposes, including report-writing and creative writing, making effective presentations, presenting with drama and readers’ theatre
  • provide resources for teachers to integrate related picture books and fiction with curricular topics 
  • co-plan and co-teach with computer, ESL and special educations teachers as well as classroom teachers
  • support reading skill development through lessons incorporating phonemic awareness, alphabet, vocabulary; support reading engagement with audio books, ebooks, Tumblebooks, and more
  • promote awareness and reading of works by Canadian and BC writers
  • promote electronic access to book reviews and resources using Teachingbooks and databases

 

2.  TLs work daily with students to promote reading based on free choice.  They:

 

  • make time and space for students to browse, select freely, read, and borrow
  • provide reader advisory services that empower students to select books by correct reading level, author, interest, and/or theme or topic, based on their long-standing relationships with students
  • engage students, regardless of reading levels, with appropriate high-interest materials
  • build and maintain balanced and engaging collections
  • do booktalks, both formal and informal, with students of all ages; use reading promotion strategies such as book carousels and reading passports
  • create a sense of community and belonging about the school library that invites students to read
  • promote electronic book reviews using Moodle, websites, wikis or blogs;

     

     They may also:

 

  • create attractive book displays and bulletin boards based on theme, genre, or new books; develop reading promotions and contests to highlight particular events or resources, or to appeal to particular audiences, eg: Black History, poetry collections, and struggling readers
  • promote new books using a variety of tools, opportunities, and events, such as blogs, wikis, e-bulletins, other electronic resources, cafés, meetings, etc.
  • promote reading through particular programs, eg: summer reading, home reading; create independent reading programs
  • build collections in response to student, teacher, and parent input


3.   TLs work with students by integrating inquiry / resource-based learning experiences that promote reading for information, writing with information, and representing information and new ideas in various formats; they:

 

  • connect inquiry to curriculum outcomes and an accepted research process such as Research Quest (BCTLA model)
  • select appropriate resources; guide students in selecting their own appropriate resources to support inquiry; support teachers in integrating resources in multiple formats
  • work with teachers’ plans for the year to ensure collections have age- and curriculum-appropriate, as well as sufficient, resources for students engaging in further inquiry

     

They may:

 

  • create and implement a scope and sequence of information literacy skills to use in collaboratively developed lessons
  • ensure inquiry projects include critical challenges and are constructivist in design
  • teach lessons that build students’ academic reading and writing skills, including narrowing a topic, taking notes in various styles, finding main ideas and supporting details, understanding text structure, organizing and presenting information, using information ethically in the MLA format and with in-text referencing, finding relevant and current resources, avoiding plagiarism, reading web addresses, and more
  • teach lessons on evaluating websites, locating resources using Webcat, searching for information effectively, using keywords and search strings, incorporating Boolean logic, choosing appropriate databases and database sources, using resources in multiple formats
  • incorporate resources in multiple formats, including daily news, databases, media and other current information sources

     

4.   TLs recognize that the skills of the multiliteracies are integrally and inextricably related to and built upon the traditional skills for reading and writing (representing).  Frequently they integrate strategies that enable students to become more multiliterate; that is, they create learning contexts for students to become more technology literate, visually literate, critically literate, media literate, culturally literate, etc.  They:

 

  • attend in-service to learn more about multiliteracies strategies and acquire technology skills
  • collaboratively develop units with one or more teachers; these parternerships may include the computer, ESL, and/or Resource, as well as, classroom teachers

     

They may:

 

  • attend workshops to learn more about technology as a tool for engaging students in finding good information, as well as reading, writing, research, and skill-building activities; participate in the UBC Multiliteracies Project
  • incorporate other ways to build reading, writing, and speaking skills such as online dual language books, focus on interpreting in-text visuals, powerpoint presentations
  • create webquests and other paperless projects
  • use and support others using new technologies such as Smartboards
  • teach skills for multiliteracies development that empower student learning, eg:

     

§         Visual literacy through units on picture books and graphic novels, art appreciation and photography activities, multimedia presentations

§         Critical/media literacy through evaluation of websites and media studies

§         Computer literacy, integrating word processing, graphic, spreadsheet, publishing, presentation, and database programs

§         technology literacy where students learn to use particular software such as Word, Kidspix, All the Right Type, or Rosetta Stone, or such Web 2.0 tools as wikis and blogs as a presentation format, or hardware such as the scanner, printer, or Smartboard;  also, critical literacy for the ethical and effective use of technology for informational internet search, using Boolean search terms, various search engines, and evaluation strategies

 

5.  TLs regularly promote books, events, websites, services, and resources that create professional, community, and student awareness of literacy-related activities; they may:

 

  •  email, newsletters, staff meetings, parent nights, PAC meetings, displays, or blogs to keep the learning community aware of new books, media resources, library events, professional databases such as Teachingbooks, and more
  • build and maintain professional collections; promote new teaching resources at staff meetings and professional development activities
  • assist teachers with using VSB services such as webcat, email, Media Services
  • initiate, organize and promote school-based reading events, eg:  Livromanie -- Intermediate students read pre-selected French novels, the effect being a discernible improvement  in the reading of French Immersion students; Poetry Café; writers’ festivals, etc.
  • promote staff and student involvement with community events, such as WOTS, Family Literacy Day/Week, Poetry Month, National School Library Day, VPL Authors, VIWF, and children’s/YA reading events, Red Cedar, YRCA, Chocolate Lily, and Stellar Awards
  • promote use of the school library by parents and younger siblings; encourage parents and staff, as well as students, to request and borrow books, including interlibrary loans 
  • post useful curriculum-related websites that support instruction
  • prepare and circulate custom reading lists for summer, Christmas book presents, adult reading, etc.
  • provide library resource orientations for student teachers and teachers new to the school; also mentoring for new teacher-librarians

 

6.   TLs throughout the year bring in or connect with “the community” for activities and events that promote literacy – authors, public libraries, etc.; they may:

 

  • host author and/or storyteller visits
  • encourage school-wide read-ins and write-ins to celebrate special days or themes, eg: DEAR on NSL day, Earth Day, Freedom to Read week, Canada Book Week, etc.
  • undertake special showcase activities, such as Family Science/Math nights, Family Games for Literacy Night, Storytelling Festivals, like Story Café, Poetry Month, Literacy Week, Teddy Bear and Pyjama Night with story-reading, Readers’ Theatre
  • welcome and train parent and/or community volunteers
  • initiate and/or support fund-raising projects to promote social responsibility; provide reader advisory services to teachers on resources that support social responsibility
  • invite/host visitors from the public library, community literacy projects, young reader awards
  • organize public library visits, eg: Grade 7 research skills, KinderCarden, Get Carded; build strong connections with local library branch
  • host Welcome to Kindergarten, Ready Set Learn
  • run Family Literacy programs
  • work as a team member in joint-use libraries to promote events and access to writers
  • work as a team member to implement Ready Set Learn and Kindergarten teas in school libraries

 

7.  TLs engage in and/or provide support for school-based, school-wide, or district initiatives that promote literacy; they may:

 

  • contribute as members or leaders of school-based Literacy teams or initiatives
  • provide materials, information, and modelling to support Silent Reading, Reading Clubs, Independent Reading programs
  • co-ordinate and manage Literacy programs; circulate materials for various school-based and District Literacy initiatives
  • participate in district-wide initiatives, such as Novel Fashion Show, Literacy Week
  • participate in creating helpful bibliographies, such as MARBLES (Multicultural Anti-racist Book-Loving EducatorS’ Annotated Bibliography of K-12 Canadian Books for classrooms and school libraries http://www.vsb.bc.ca/vsbprograms/MediaLibraryServicesTech/Booklists.htm) 

 

 

 


Questions for Additional Consideration:

 

1.  How do school library programs support district-based Literacy Initiatives? 

 

2.  How are school library programs and district-based Literacy Initiatives differ?

 

Some suggested points of comparison:

 

  • in their use of resources

  • in the location of resources

  • in the way in which resources are organized

 


  

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