If we stop telling kids what to read, they might start reading again A rain shower sends Maynard Elementary School kindergarten student Maya Roby to shelter during a literacy program in Knoxville, Tenn. (AP/The Knoxville News Sentinel, Paul Efird) As a treat for Hanukkah last month, Sandra Stotsky took her grandchildren to the New England Mobile Book Fair in Newton, Mass. They were wandering around aimlessly. The store in a suburb of Boston has 32,000 sq. ft, of books, but the kids had no favorite authors, nothing they'd been longing to read. The School Librarian as Learning Alchemist The landscape of learning is changing. Children and young adults learn not only in school but fluidly across home, school, peer culture, and community. This transformation in learning and the school environment has prompted educators to ask challenging questions about how to develop learning spaces to meet these needs within the sometimes competing economic, social, and political realities. At the same time, school librarians continue to serve their communities by linking children, young adults, and teachers with both the information they need and the skills to use it.
The Brave New Librarian Why Brave? For several decades now we have seen some school leaders dismantling the library programs and cutting back the library staffing of their districts. During this period, some school librarians did not view the struggle as one of survival, and in many districts they have seen the cuts happen without putting up much of a fight. There are exceptions to this trend, but we have reached the point where all school librarians must view the threats to program and position as severe. Kids and Family Reading Report Full Report Infographics Past Reports 2010 Kids & Family Reading Report (PDF) 2012 Kids & Family Reading Report (PDF) Ten Things Your Administrator Needs to Know as the School Year Begins 10. That you are a teacher who teaches not content but process. You teach children to be information literate, digitally literate, media literate, and visually literate. The skills that you teach, the dispositions that you help children to develop, the responsibilities that you foster, and the self-assessment strategies that you instill will serve children not only in school but also in life.
Five key roles for 21st-century school librarians As the lone librarian and technology integration specialist for an entire district, regularly meeting her K-8 students on a fixed schedule, Miller does not teach alone. She models collaboration by forming instructional partnerships with educators around the world. Two Libraries, One Voice, a joint blog documenting Miller’s co-teaching experience with John Schumacher, Brook Forest Elementary School’s librarian 338 miles away in Illinois, illustrates how technology transcends geography in the new millennium.
Study Finds Reading to Children of All Ages Grooms Them to Read More on Their Own Photo Cue the hand-wringing about digital distraction: Fewer children are reading books frequently for fun, according to a new report released Thursday by Scholastic, the children’s book publisher. In a 2014 survey of just over 1,000 children ages 6 to 17, only 31 percent said they read a book for fun almost daily, down from 37 percent four years ago. There were some consistent patterns among the heavier readers: For the younger children — ages 6 to 11 — being read aloud to regularly and having restricted online time were correlated with frequent reading; for the older children — ages 12 to 17 — one of the largest predictors was whether they had time to read on their own during the school day.
Ten Read-Aloud Lessons from Preschoolers Ten Read-Aloud Lessons from Preschoolers by Susan Stephenson, www.thebookchook.com Recently, I’ve been reading aloud once a week to a group of two- to four-year-olds at my local library. Because I’ve spent many years teaching Kindergarten and older students in “Big School”, I was pretty confident I knew all about sharing books with young children. The Learning Commons Mindset February 12, 2015 by cultureofyes Students at West Bay Elementary School I walk into almost all of our schools in West Vancouver and very often the first thing people want to show me or talk to me about is the changes happening around the library. Or more specifically, schools are taking great pride in their learning commons spaces that are developing. While the physical spaces are exciting, the changes to our mindsets are far more powerful.
Being a Better Online Reader Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers. Hundreds of them. While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand. There were the architects who wrote to her about students who relied so heavily on ready digital information that they were unprepared to address basic problems onsite. There were the neurosurgeons who worried about the “cut-and-paste chart mentality” that their students exhibited, missing crucial details because they failed to delve deeply enough into any one case. And there were, of course, the English teachers who lamented that no one wanted to read Henry James anymore.