Librarians and literacy some random thoughts

Librarians and Literacy:Som

e Random Thoughts

With Teri Lesesne (rhym

es with insane)

Teri Lesesne

(rhymes w

ith insane)

DoctorL@shsu.edu

@professornana

Professornana.livejournal.com

http

s://www.yo

utube.co

m/c/p

rofesso

rsprovid

ingprofessio

nald

evelopmentch

annel

“But books do n

ot simply h

appen to people.

People also h

appen to books.”

Louise Rosen

blatt, 1956

Who are you as a reader?

One Alternative

http://readingyear.blogspot.com/2016/

08/still-learning-to-read-100-things-about.htm

l

X Things to Know about m

e as a reader...

Teri1.

I still prefer print books2.

But I do have books on my Kindle

3.And I read books w

ith my ears w

ithout guilt4.

I sometim

es go several days without feeling like opening a book

5.And then I binge read

6.I do begin each m

orning reading social media

7.I w

ill read menus and posters if I am

alone for a meal and I forgot to bring a

book8.

I take books everywhere and have “em

ergency” books9.

I love graphic novels10.

I have grown to love fantasy over the years

Who are you as a reader?

Some recom

mendations to help

us create a literate environment

The librarian’s role

●Serve as m

odel of literacy●

Develop a collection that encourages reading-genre, form, form

at●

Support and help develop classroom libraries

●Show

educators what is new

and notable●

Conduct reader’s advisory●

Resist the demand of canned program

s●

Create a library that is vibrant and meaningful

●Understand how

readers grow and develop

●Avoid labeling books (genre, RL, Lexile, etc.)

●Share the research about school libraries

Analyze the “research”

Lance StudiesThe presence of a certified librarian and an adequate collection w

as correlated w

ith higher test scores.

The removal of the school librarian and library collection correlated to a drop in

test scores most notably am

ong ELL students.

The Studies

And research on readers?

•50K

students surveyed

•K

ids hated the classics/required books

•BIG

take-away

■T

hree strikes observations about RA

George N

orvell

Daniel Fader from

Hooked on Books

•N

ewspapers, m

agazines, and paperbacks in the classrooms

•A

cts of literacy are “unavoidable”

•A

ccess to real (trade) books

•“If teachers view

themselves first as purveyors of pleasure

rather than instructors in skill, they may find the skill w

ill flourish w

here pleasure has been cultivated.”

Stephen Krashen’s The Pow

er of Reading

•school libraries w

as a strong predictor of reading achievement; the

library predictor was nearly as strong as social class

•com

ic book reading was significantly associated w

ith more reading

enjoyment

•studies have consistently show

n that those who read m

ore show m

ore literacy developm

ent

•studies indicate that a text needs to be about 98%

comprehensible in

order for it to help the reader acquire new vocabulary

Dick A

llington in Every Child, Every D

ay

●Every child reads som

ething he or she chooses.●

Every child reads accurately.

●Every child reads som

ething he or she understands.

●Every child talks w

ith peers about reading and writing.

●Every child listens to a fluent adult read aloud.

Access

Physical

Intellectu

alEmotion

alMoral

• A

t ho

me

•In

the classro

om

•In

the sch

oo

l library

•A

t han

d

ACCESS•

No

t just levels an

d lexiles

•Level o

f abstractio

n req

uired

•Literary elem

ents su

ch as flash

back,

symb

olism

, foresh

ado

win

g

•Th

emes

On

a fine su

mm

er mo

rnin

g du

ring th

e days o

f the

Pu

ritans, th

e priso

n d

oo

r in th

e small N

ew En

gland

tow

n

of B

----n o

pen

ed to

release a con

victed ad

ulteress, th

e Scarlet Letter A

emb

roid

ered o

n h

er dress, alo

ng w

ith

the Scarlet Letters B

thro

ugh

J, a veritable M

cGu

ffey's R

eader o

f Scarlet Letters, on

e for each

little tyke waitin

g fo

r her at th

e gate.

Bu

lwer-Lytto

n C

on

test, 2014

What w

e knowCarlsen and Sherrill, 1988

http://files.eric.ed.gov/fulltext/ED295136.pdf

●S

ettin

g a

side

TIM

E fo

r rea

din

g

●H

avin

g a

tea

ch

er sh

ow

INT

ER

ES

T in

the

ind

ividu

al's re

ad

ing

●H

avin

g te

ac

he

rs RE

AD

AL

OU

D

●B

ein

g e

xpo

sed

to a

VA

RIE

TY

of re

ad

ing

fare

●R

ec

eivin

g h

elp

from

LIB

RA

RIA

NS

●O

WN

ING

bo

oks

●S

HA

RIN

G b

oo

ks with

frien

ds

●P

artic

ipa

ting

in re

ad

er-c

en

tere

d D

ISC

US

SIO

NS

of lite

ratu

re

●B

ein

g a

llow

ed

free

do

m o

f CH

OIC

E in

rea

din

g fa

re

Basic Strategies

●Reading A

loud●

Providing choice●

Finding time

●Prom

oting access●

Encouraging response in many form

s

Important Research

to Consider

ww

w.w

eneeddiversebooks.org

Scholastic Family Reading Report