Position Statement on the School Librarian's Role in Reading Rationale: Reading is a foundational skill for 21st-century learners. Guiding learners to become engaged and effective users of ideas and information and to appreciate literature requires that they develop as strategic readers who can comprehend, analyze, and evaluate text in both print and digital formats. Learners must also have opportunities to read for enjoyment as well as for information. School librarians are in a critical and unique position to partner with other educators to elevate the reading development of our nation’s youth. Reading skills involve thinking skills. The extent to which young people use information depends upon their ability to understand what they read, to integrate their understandings with what they already know, and to realize their unanswered questions. In addition, 21st-century learners must become adept at determining authority and accuracy of information, and analyzing and evaluating that information to synthesize new knowledge from multiple resources.
Position Statement on Labeling Books with Reading Levels The following position statement is currently under review to align with the National School Library Standards. Librarians use spine labels to organize and identify library resources by call number to help patrons locate general subject areas or specific fiction, non-fiction, reference, audiovisual, or other items. Viewpoint-neutral directional labeling in libraries increases students’ access to information and supports their First Amendment right to read. Best practice in school libraries includes books and other resources being shelved using a standard classification system that also enables students to find resources in other libraries, such as a public library, from which they may borrow materials. One of the realities some school librarians face in their jobs is pressure by administrators and classroom teachers to label and arrange library collections according to reading levels. For additional supporting information see also: American Association of School Librarians.
Position Statement on Support for National Board of Professional Teaching Standards Certification AASL supports National Board Professional Teaching Standards (NBPTS) certification as recognition of accomplished teaching in the field of library media. AASL further recognizes that the National Board standards are closely aligned with its own which support the role of the school librarian as a teacher, instructional partner, information specialist, and program administrator as outlined in Empowering Learners: Guidelines for School Library Programs. National Board assessment measures what an accomplished school librarian should know and should do in the context of their daily work. School librarians who complete National Board certification are encouraged to mentor candidates in appropriate ways and to use the knowledge they have gained to better the field. Further, school librarians should support all teachers seeking National Board certification by providing a space to work in the school/district school library and providing research tools for test and portfolio preparation.
Podcast80: Encouraging Reading by Stephen Krashen Skip to main content We will keep fighting for all libraries - stand with us! Choice Literacy - Articles & Videos - Full Article My department was trying to fill a position in science education and we were interviewing a candidate who had worked extensively with inner-city youth to support their interest in and confidence about science. The job candidate presented a fascinating Powerpoint presentation showing photographs of the summer workshops she facilitated in which girls and boys from economically disadvantaged homes gathered for six weeks in the summer to explore science. To measure the impact of the summer program on children's perceptions of what it meant to be a scientist, the facilitators asked students to take the Draw a Scientist Test (DAST) at the beginning and the end of their summer experience. The DAST was designed "as an open-ended projective test to detect children's perceptions of scientists" (Nuno, 1998) by asking them to draw a picture of a scientist doing science. Other researchers used Chambers' data to develop a checklist of children's stereotypes about scientists (i.e. Next Steps 1. 2. 3.
Organizing Booktalks | Informania Reader’s Advisory can take many forms, but my favorite is booktalking. The beginning of a new semester is the perfect opportunity to reach out to teachers and offer to do booktalks for their classes. Last week, I gave booktalks for twelve classes. Each booktalking session averaged three to seven books which can become a management nightmare. I use the following method to organize booktalks so that if teachers wish for me to booktalk more than once to their classes, I can be assured I am not repeating myself. Organizing Booktalks 1. The spreadsheet includes the author, title, and up to three genres. 2. 3. I keep all of this information in my Booktalk Notebook that I keep for reference at the Circulation Desk. Giving the Booktalks Once a teacher requests a booktalking session, I confer with him/her to determine a few factors I need to consider as I plan: 1. length of time teacher wants to stay 2. class composition (equal numbers of males and females?) Like this: Like Loading...
Position Statement on Flexible Scheduling The library program is fully integrated into the educational program so that students, teachers, and school librarians become partners in learning. This integration strengthens the teaching for learning process to ensure students are active learners who guide and continually assess their learning process. Open access to a quality school library program is essential for students to develop the vital skills necessary to analyze, evaluate, interpret, and communicate information and ideas in a variety of formats. Inquiry skills are taught and learned within the context of the curriculum and may occur in the classroom, the library, or at home with 24/7 accessibility to a wide range of resources, technologies, and services. The integrated library program philosophy requires an open schedule that includes flexible and equitable access to physical and virtual collections for staff and students. The PARENTS advocate for a library program that provides their child with access 24/7.
Position Statement on the School Library Supervisor The leadership of a qualified school library supervisor is an essential component in the delivery of a quality school library program in collaboration with qualified school librarians and competent library support personnel. To ensure that students are successful 21st century learners, school librarians must provide equitable, intellectual, and physical access to resources and support reading throughout the school community. Today’s schools require the presence of a highly qualified school librarian, equitable access to library resources, and quality school library programs and services. Leader The school library supervisor is alert to new ideas, keeps abreast of innovative teaching methods and new instructional technologies. Administrator Communicator The school library supervisor communicates the relevancy of the school library program as it aligns to the district’s mission, goals and objectives, and administrative and educational policies. Teacher Facilitator
Study: Teachers Value Independent Reading But Lack Class Time for It Nearly all teachers and principals believe students should have time for independent reading at school, yet only about a third of teachers set aside time each day for this, according to a recent survey by Scholastic. The new report, released today, looks at how nearly 3,700 preK-12 teachers (including several dozen school librarians) and more than 1,000 principals answered questions about student reading and access to books. The findings, considered nationally representative, were part of a larger study that the education-publishing company released in November on equity in education. The literacy findings show that 94 percent of teachers and principals agree or strongly agree that "students should have time during the school day to read a book of their choice independently." But just 36 percent of teachers say they're able to make time for such reading every day. When independent reading occurs, students spend an average of 22 minutes on it. In School At Home Libraries Related stories:
Use the news to teach reading comprehension | District Administration Magazine Allowing students to explore news articles that spark their curiosity can provide a bigger literacy boost than having them read nonfiction texts about random topics far removed from a youngster’s interests. At Lancaster Middle School near Buffalo, New York, students read news articles to help write stories for a classroom magazine and to prepare for debates in social studies. The articles are a highly effective tool to teach students how to summarize and organize information in their writing and their arguments, says Christine Stockslader, a librarian at the school, which is part of the Lancaster Central School District. “When students read and understand current events, they are extremely interested and form strong opinions,” Stockslader says. This engagement also allows Stockslader and classroom teachers to build students’ abilities to make valid inferences, and to compare and contrast content and how it is presented. Upcoming Literacy Conferences Chicago, June 26-28 Orlando, July 15-17