Most librarians realize that families are at the heart of providing support for developing lifelong readers. Involving families in reading fun, activities, and training is integral to creating a strong network of readers. Families (along with other significant adults in the reader’s life) can support and promote reading at home by making reading an everyday, even casual, activity. School librarians can play an important role in helping families in the school’s efforts to support and develop readers at home as well as at school. Free Book Night is a great way to offer a special event that focuses on reading.
School librarians can play a central role in communicating information on reading to families. They can let families know what’s new in reading, how to support and build a reader, and what social reading activities are available in the school or community. School librarians can also lead the effort to host special reading events like a Free Book Night for families. This event helps readers become interested, motivated, and efficient by developing a home support network and home reading habits. It is an opportunity to remind parents of the importance of being reading role models, providing reading time at home, maintaining a home bookshelf of reading materials, participating in reading conversations, and providing moral support for reading. It is also a way for the school to promote opportunities in the community for participation in reading-related activities with connections to the library.
Free Book Night Pre-planning: Work with administrators to set a date on the school calendar for an evening family reading event. Once the date is set, establish a committee to help and to ensure there are others on the staff with a vested interest in the project. Begin by collaboratively developing a promotion plan in order to get the word out to the community and families. Create a plan for the evening. Consider spaces needed, supplies, donations, training, and entertainment. Plan for the important components, but also think outside the box. For example, would attendees enjoy having a local sports mascot or book character in costume to greet them as they enter? Continue reading “Planning a Free Book Night”
Have you preregistered for Dr. Judi Moreillon’s upcoming webinar on EdWeb, “Classroom-Library Coteaching 4Student Success“? Join Dr. Moreillon and our colleagues from Libraries Unlimited on October 13th at 5:00 PM EDT for an interactive exploration of strategies for identifying potential collaborative partners, electronic collaborative planning tools, providing evidence of the value and efficacy of classroom-library collaboration, and much more. The best part? Joining our EdWeb community, SLC @ the Forefront, is 100% free.
To whet your appetite we’re sharing this gem of Dr. Moreillon’s from the March 2016 issue. Happy collaborating!
The collaborative classroom teacher–school librarian model can take various forms. Educators can co-develop a library collection aligned with the classroom curriculum. They can co-plan schoolwide literacy events or promotions such as Love of Reading Week, Poetry Day, or the book fair. Educators can collaborate to plan for a makerspace or technology purchases. They can collaborate to develop strategies for integrating technology tools and resources into students’ learning. They can also coteach by co-planning, co-implementing, and co-assessing standards-based lessons and units of instruction. Of all of these collaborative possibilities, coteaching, has been shown to make a measurable difference in student learning outcomes. Continue reading “Coteaching: A Strategic Evidence-Based Practice for Collaborating School Librarians”
October 9-16 is Teen Read Week. Here’s an idea from Tish Carpinelli to help your 10th-12th graders find a book they can love.
A Reason to Remix
“My students are really enjoying the books they selected the other day. A few of them are already finished with them!” As media specialists, we certainly love to hear those words from our colleagues after classes come down for book selection. Often, however, traditional booktalks or just allowing classes to freely roam the stacks for books does not result in the majority of students finding a book with which they can really connect.
In “Speed Dating with Books” (LMC, October 2012), I described an activity that has been very successful with my students. After the first few years of these speed dating sessions, I wanted to change things up a bit. I did not want to repeat the same activity for sophomores, juniors, or seniors that I had used with them as freshmen. Also, when the assignment requires nonfiction books, my original setup would not work well. It is impossible to have enough topic variety on one table to satisfy every interest. For these reasons, I devised a “Speed Dating Remix” activity that can be used with either fiction or nonfiction books. The setup for each is slightly different, but the actual “dating” remains the same. And the objective continues to be for the students to leave with a book with which they feel they can have a “committed relationship.” Continue reading “Speed Dating Remix”
This assortment of fifteen school-related picture books, both classic and new, is meant to be enjoyed. These stories will foster connections for students as they are introduced to memorable characters, situations, and storylines in a variety of school settings.
BACK TO SCHOOL
No doubt this will prove to be a year filled with promise, new beginnings, and lots of learning! The following list of great books should get the school year off to a great start.
Allard, Harry. Miss Nelson Is Missing! Illus. by James Marshall. Houghton Mifflin, 1977.
When Miss Nelson disappears, her disruptive students in Room 207 are faced with a one-of-a-kind substitute teacher until Miss Nelson returns.
School Library Connection is pleased to collaborate with ALA President Julie Todaro and her school library group Task Force to provide access to a selection of key professional development articles aligned with essential professional competencies for school librarians. These articles were hand selected from our archives by an expert panel of librarians chaired by Susan Ballard, Dorcas Hand, and Sara Kelly Johns. This article concludes our blog series on SL-PSEL Competencies.
Competency 11: Literacy and Reading “Linking Literature to the Classroom” by Naomi Bates. School Library Connection, June 2016.
As school librarians, we know the impact the library can have on classrooms. The difficult part is that other decision makers on campus may not see how important this classroom connection can be. In our educational age of standardized testing and curriculum alignment to state and federal guidelines, the library and librarian can be pushed to the side. Instead of being bullied out of the classrooms, however, we need to fight to stay in them. How we do it is an age-old adage: actions speak louder than words. One very important and creative way to show our importance to classrooms and academic achievement is through linking literature to the classroom. While state standards are the ruler by which lessons and academics are measured, creating personal connections between students and the subject matter enriches learning and achievement. We can do this by using literature to link students to subjects they study. Here are a few ideas to ponder for increased linking. Continue reading “Linking Literature to the Classroom”
Valarie Hunsinger challenges librarians to think creatively in order to transform their library, you never know where it will lead. For Hunsinger, it led directly to Olympic gold medalist Gabby Douglas.
Icely, a sixth grader in the Bronx, New York, can’t stop reading! It is impossible to find her without a book in hand. In the first few months of school, she has already read over fifty-four books and one million words! When asked why her reading has become so ravenous compared to the previous year, she says that she never wants to miss a “Gabby Douglas opportunity” again.
Many fellow students feel the same way. In 2012, students at Hyde Leadership Charter School in the Bronx (Hyde-Bronx) celebrated the Olympics by striving to “Go for the Gold” in their academic pursuits. Students who completed their summer reading journal started the year by receiving a reading gold medal from Ben Bratton, who was the youngest member to win a gold medal for America at the 2012 World Championships in Fencing.
After Bratton’s visit, the library launched a millionaires’ challenge. Students were challenged to read a million words, and I promised to find an Olympian to celebrate their huge accomplishment. As more and more students joined the Millionaires Club, the harder it seemed to find an Olympian, until one day my friend and corporate partner, Debra Braganza from City National Bank, called me and said, “I found an Olympian for you.” Little did I know that she had found one of the biggest Olympians—two-time gold medalist of the summer games, Gabby Douglas.
On May 1, 2013, fifty millionaire readers not only met Gabby Douglas at Barnes & Noble, but also received a signed copy of her newest book, Raising the Bar, thanks to City National Bank and Barnes & Noble. (The story can be found at: http://bronx.news12.com/news/students-in-hunts-point-soundview-meet-olympic-gold-medal-winner-gabby-douglas-1.5177727). Maria, an eighth grade student who read over five million words, said it was a day she would never forget for the rest of her life. It was also the day that I realized that in my library I must dream BIG and, even more importantly, I realized that to change the lives of my students, I needed partners that believe in big dreams! Continue reading “Going for the Gold: Transformative School Library Partners”
Schools across the country are getting ready to welcome students for a new year, but will your library be open the first day? In the following article Judi Moreillon explains why your library should be open and welcoming students from the first bell.
The bell rings on the first day of the new school year. Students and teachers are meeting and greeting each other in their classrooms after the summer break.
But wait, why isn’t the library open and library staff ready for the excitement of the new school year? Some school librarians may believe tasks in preparation for opening the library warrant keeping the library closed on the first day or first few days of school. While these tasks may be important from a librarian’s perspective, other library stakeholders may not see it that way.
What do students, classroom teachers, and principals think when the library is not open like every other classroom on the very first day of school?
Student’s Perceptions of the Library As a Learning Environment:
Students may surmise that a closed library means it is not an integral part of their education. Rather than the library as the hub of learning, they may see it as an add-on, something extra, not central to their academic success the way the classroom is. Although they will use the library the next week and later in the school year as an academic learning environment, students may not place a high value on using the library if it is closed when they need it—even on the first day of classes. Continue reading “School’s Open. Is Your Library?”
Fixed schedule got you feeling trapped? This week, we’re featuring a few favorites from our archive, after Sue Kowalski put in a request from #ALAAC16 for some resources to support our many colleagues on fixed schedules. Today’s article from Julie Green and Laurie Olmsted focuses on creating deep learning experiences for second graders within a fixed schedule. Subscribers will find dozens more relevant resources at our online home and can also look forward to a great new article on this topic by Ernie Cox in the August/September 2016 issue of the magazine.
Two and a half years ago, elementary school librarians in the Birmingham Public School district had to change to a fixed schedule for half the day with kindergarten through second grade students. This change was due to cutbacks and the need for common planning time among classroom teachers. School librarians found themselves scheduled for 45-minute class periods in a four-day rotation.
As a result of this change, school librarians at the lower elementary level typically saw one kindergarten, one first grade, and one second grade class each day. After the first year, school librarians realized that they needed to develop more meaningful learning experiences for students to meet curriculum objectives and the American Association of School Librarians (AASL) Standards. Because they saw these students often and consistently, it became a rare opportunity to go beyond the basics and develop deeper concepts.
Sue Kowalski, one of our favorite partners in crime here at School Library Connection, put out the APB over Twitter this weekend at #ALAAC16, mentioning how much our colleagues in Orlando have been discussing the need for great resources on making the most of a fixed schedule. So this week on the blog, we’re highlighting a couple of our faves from our online archives, starting with these quick ideas from the fabulous Kristin Fontichiaro. Enjoy!
THE REALITY IN MANY SCHOOLS
It’s true that doing inquiry on a flexible schedule offers opportunities that a fixed schedule does not. At the same time, the budgetary pressures make flexible schedules a difficult reality.
Fixed schedule solves two problems for administrators: it facilitates release time and ensures consistent information literacy instruction. Additionally, flexible schedule only thrives in buildings with a generous and robust collaborative culture. A solo-practitioner mindset won’t take advantage of a collaborative librarian. Consider, too, that many states’ new teacher evaluation programs pose new pressures for teachers to cocoon themselves in their rooms. If a teacher’s professional future will be based, to any degree, on student test scores, then relinquishing personal control of those students poses a credible hazard. In some states, teacher evaluation scores determine class assignments; pitting colleague against colleague can further diminish reasons for collaborative work. So, let’s brainstorm alternate possibilities for those librarians wanting to achieve inquiry within their fixed schedule routines.
Collaborate with your eighth grade science teacher and help your students discover their creative side with this lesson plan developed by Paula Trapani-Wiener. Students can learn all about minerals and then create an original cartoon character based on their favorite mineral.
The editors at School Library Connection/reVIEWS+ recommend the following print and digital resources for integration with this lesson. Subscribers can access reviews on our website via the hyperlinks.