Standard 2: Literacy and Reading: Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers.
As a children’s library assistant at a public library, it’s my job to be knowledgeable of children’s literature (standard 2.1) and to connect kids to books in a variety of formats for both pleasure reading and educational purposes. Every day while working the circulation desk at my public library, I am putting these tools to use, helping patrons young and old find interesting titles. I have printed off numerous annotated read-alike lists that either I or fellow librarians have created and have then walked the child to the shelves to help them find these titles. I regularly read through Wowbrary (which is my library’s collection management list of the newest titles ordered each week) to see the most popular titles.
I am always astounded by the number of readers’ advisory sources that exist for young readers. After exploring many of these sites, I’ve picked 2-3 readers’ advisory tools to search when helping young readers select a book. I’ve learned it’s important to try to read as many of the titles as possible, not just the reviews as it really helps to more strongly connect kids to books they might like to read if I can offer my own opinions and insights on the book.
By being quite knowledgeable of children’s literature, I have been successful at putting books into the hands of kids that they actually want to read, not just something their parents have picked out for them. This ensures the child is growing as a reader and is willing to come back to the library for more books and reading materials in the future.
Libraries are the leading source for children ages 6 to 17 to find books to read for fun (77 percent of 6-11 year olds and 58 percent of 12 to 17 year olds find books to read for pleasure from a school or public library) (Reading in Schools, 2015). However, nearly 75 percent of boys and girls ages 6 to 17 say they would read more books if they could find more books they liked, which is a perfect opportunity for school librarians to step up to the plate and find books that support reading for information, pleasure and lifelong learning (Reading in Schools, 2015).
AASL states that school librarians must have a “deep knowledge” of high quality reading materials for children and teens in multiple formats. Likewise, the 4th ALSC competency is “knowledge of materials,” which implies having a knowledge and appreciation of children’s literature, periodicals, audiovisual materials, websites and electronic media, “maintains a diverse collection, and develops a selection policy for selecting and discarding materials in a timely manner (AASL, 2009).”
Additionally, in my LIS 617 children’s literature class, I conducted a professional resource evaluation; this assignment exposed me to a variety of children’s book selector tools, such as Wilson Core Collection, Booklist and more. The nonfiction resources assignment allowed me to focus on children’s book selectors for the juvenile 600s collection specifically. I learned a lot more about how to find quality nonfiction titles for young readers which had always been more of a challenge for me as a reader's’ adviser.
Promoting reading (standard 2.2) is the heart of my public library job. At my monthly preteen book club, I lead the children in a short discussion of that month’s book and have them engage in fun literacy activities, including writing, art, or science, as a way of promoting leisure reading and encouraging creative expression.
My public library outreach is a strong example of modeling personal enjoyment of reading as I try to pick books I think the kids will find interesting (funny plot, interesting characters, related to the holidays, etc.) and actively read these books to the kids; active reading includes asking them lots of questions so they can make personal connections and draw inferences and make predictions from the text while also reading in an animated voice with different voices for each character. Practicing these active reading skills while reading aloud helps kids develop a love of books and an interest in lifelong reading. Children really do remember the stories you read to them and the books you recommend to them. It always surprises me when a student I’ve seen during an outreach visit comes back later to remind me of a book I read to them months ago and wants to check out that book or a similar book again.
School librarians can also promote lifelong reading in their students by reading aloud to them as much as possible and creating extension activities that encourage creative expression surrounding the book being read and discussed. Studies show students read more when they see other people reading to them (Krashen, 2004).
I saw this first hand with the LIS 617 Booktalk project where I videoed myself sharing teasers of three different historical disaster type books (Titanic, Hindenburg, and World Trade Center) to entice a group of 5th graders. According to the Kids and Family Reading Report, the more a child loves to read, believes that reading for fun is important, and has their parent read to them frequently, the more likely that child will become a frequent reader (23). Additionally, for children ages 6–11, additional factors that predict reading frequency include “reading aloud, specific characteristics kids want in books and spending less time online using a computer”(24).
Finally, my LIS 664 Family Literacy Plan detailed a hypothetical collaboration between Cornelius Public Library and Cornelius Elementary School where students could attend programs and complete activities that celebrated National Picture Book Month; the month would culminate in a festival open to families which featured author Aaron Reynolds speaking to students about his work and leading them in fun workshops. The primary intent of the National Picture Book Month Festival and activities was to build literacy skills and show kids that reading picture books can be fun! The Literacy Plan I hope to implement one day; however, I would need to submit a grant to get the funding to bring this author to the school.
Through the literature, I’ve also learned the importance of not only reading aloud to children but promoting diversity (standard 2.3) in my book selections. Using a demographic needs assessment, I created a collection development and analysis plan in LIS 653 for Huntersville Elementary school that accounted for diverse student needs and learning styles; for instance, lots of Hispanic students and low reading scores resulted in a recommendation for the librarian to purchase more bilingual books and low-level readers as well as audio books for those EC students who are more auditory learners. The collection development analysis extensively analyzed the age and circulation rates of the collection and I used this data, in addition to the demographic needs assessment data, to suggest a five year purchasing plan for the library.
I was shocked by how small the school library budget is at the library I examined and how few books can be purchased with this budget; this assignment was very eye-opening for me because I had no idea how dated, tattered and insufficient the school library collection compared to juvenile collections in a public library. This assessment greatly motivated me to want to advocate for increased funds to build school library collections should I become a school librarian.
According to the Kids and Family Reading Report, 91 percent of kids ages 6 to 17 say “their favorite books are the ones that they have picked out themselves”(Kids and Family Reading Report, 2015). For kids ages 6 to 8, they are far more likely than older kids to want books with characters that look like them (Kids and Family Reading Report, 2015). For this reason, it’s really beneficial if the school library’s collection has a very multicultural collection of picture books and fiction books for young readers to encourage reading.
I have not had much experience with collaborating with classroom teachers to reinforce literacy strategies (standard 2.4). However, I did do some of this through the LIS 693 lesson that I co-taught with a third grade teacher. We were specifically focused on using graphic organizers and examining nonfiction text features. During the first unit, each pair researched two different animals and compared their characteristics using a graphic organizer. The teacher and I walked around to help the kids understand the information they were reading about their animals in the online encyclopedia articles and then to extrapolate some of this information to go in the correct parts of the graphic organizer. Some kids had a harder time with this than others. For instance, the graphic organizer asked for the animal's physical defenses you can't see like strong sense of smell, venom, and others, some of the students couldn't figure out from the text if their animal had any of these things, so I tried to point them in the right direction, based on the subheadings of each link.
School libraries have maximum impact when they provide collaborative programs for reading instruction (School Libraries Work!, 2016). Administrators who say it’s essential that librarians be instructional collaborators with classroom teachers are more likely to rate their librarians’ teaching of writing and ELA standards as excellent (School Libraries Works!, 2016). Because of this, the more often students receive library/information literacy instruction from the librarian, the higher students’ test scores” (School Libraries Work!, 2016).
Artifacts referenced for standard 2
LIS 617 professional resource evaluation
As a children’s library assistant at a public library, it’s my job to be knowledgeable of children’s literature (standard 2.1) and to connect kids to books in a variety of formats for both pleasure reading and educational purposes. Every day while working the circulation desk at my public library, I am putting these tools to use, helping patrons young and old find interesting titles. I have printed off numerous annotated read-alike lists that either I or fellow librarians have created and have then walked the child to the shelves to help them find these titles. I regularly read through Wowbrary (which is my library’s collection management list of the newest titles ordered each week) to see the most popular titles.
I am always astounded by the number of readers’ advisory sources that exist for young readers. After exploring many of these sites, I’ve picked 2-3 readers’ advisory tools to search when helping young readers select a book. I’ve learned it’s important to try to read as many of the titles as possible, not just the reviews as it really helps to more strongly connect kids to books they might like to read if I can offer my own opinions and insights on the book.
By being quite knowledgeable of children’s literature, I have been successful at putting books into the hands of kids that they actually want to read, not just something their parents have picked out for them. This ensures the child is growing as a reader and is willing to come back to the library for more books and reading materials in the future.
Libraries are the leading source for children ages 6 to 17 to find books to read for fun (77 percent of 6-11 year olds and 58 percent of 12 to 17 year olds find books to read for pleasure from a school or public library) (Reading in Schools, 2015). However, nearly 75 percent of boys and girls ages 6 to 17 say they would read more books if they could find more books they liked, which is a perfect opportunity for school librarians to step up to the plate and find books that support reading for information, pleasure and lifelong learning (Reading in Schools, 2015).
AASL states that school librarians must have a “deep knowledge” of high quality reading materials for children and teens in multiple formats. Likewise, the 4th ALSC competency is “knowledge of materials,” which implies having a knowledge and appreciation of children’s literature, periodicals, audiovisual materials, websites and electronic media, “maintains a diverse collection, and develops a selection policy for selecting and discarding materials in a timely manner (AASL, 2009).”
Additionally, in my LIS 617 children’s literature class, I conducted a professional resource evaluation; this assignment exposed me to a variety of children’s book selector tools, such as Wilson Core Collection, Booklist and more. The nonfiction resources assignment allowed me to focus on children’s book selectors for the juvenile 600s collection specifically. I learned a lot more about how to find quality nonfiction titles for young readers which had always been more of a challenge for me as a reader's’ adviser.
Promoting reading (standard 2.2) is the heart of my public library job. At my monthly preteen book club, I lead the children in a short discussion of that month’s book and have them engage in fun literacy activities, including writing, art, or science, as a way of promoting leisure reading and encouraging creative expression.
My public library outreach is a strong example of modeling personal enjoyment of reading as I try to pick books I think the kids will find interesting (funny plot, interesting characters, related to the holidays, etc.) and actively read these books to the kids; active reading includes asking them lots of questions so they can make personal connections and draw inferences and make predictions from the text while also reading in an animated voice with different voices for each character. Practicing these active reading skills while reading aloud helps kids develop a love of books and an interest in lifelong reading. Children really do remember the stories you read to them and the books you recommend to them. It always surprises me when a student I’ve seen during an outreach visit comes back later to remind me of a book I read to them months ago and wants to check out that book or a similar book again.
School librarians can also promote lifelong reading in their students by reading aloud to them as much as possible and creating extension activities that encourage creative expression surrounding the book being read and discussed. Studies show students read more when they see other people reading to them (Krashen, 2004).
I saw this first hand with the LIS 617 Booktalk project where I videoed myself sharing teasers of three different historical disaster type books (Titanic, Hindenburg, and World Trade Center) to entice a group of 5th graders. According to the Kids and Family Reading Report, the more a child loves to read, believes that reading for fun is important, and has their parent read to them frequently, the more likely that child will become a frequent reader (23). Additionally, for children ages 6–11, additional factors that predict reading frequency include “reading aloud, specific characteristics kids want in books and spending less time online using a computer”(24).
Finally, my LIS 664 Family Literacy Plan detailed a hypothetical collaboration between Cornelius Public Library and Cornelius Elementary School where students could attend programs and complete activities that celebrated National Picture Book Month; the month would culminate in a festival open to families which featured author Aaron Reynolds speaking to students about his work and leading them in fun workshops. The primary intent of the National Picture Book Month Festival and activities was to build literacy skills and show kids that reading picture books can be fun! The Literacy Plan I hope to implement one day; however, I would need to submit a grant to get the funding to bring this author to the school.
Through the literature, I’ve also learned the importance of not only reading aloud to children but promoting diversity (standard 2.3) in my book selections. Using a demographic needs assessment, I created a collection development and analysis plan in LIS 653 for Huntersville Elementary school that accounted for diverse student needs and learning styles; for instance, lots of Hispanic students and low reading scores resulted in a recommendation for the librarian to purchase more bilingual books and low-level readers as well as audio books for those EC students who are more auditory learners. The collection development analysis extensively analyzed the age and circulation rates of the collection and I used this data, in addition to the demographic needs assessment data, to suggest a five year purchasing plan for the library.
I was shocked by how small the school library budget is at the library I examined and how few books can be purchased with this budget; this assignment was very eye-opening for me because I had no idea how dated, tattered and insufficient the school library collection compared to juvenile collections in a public library. This assessment greatly motivated me to want to advocate for increased funds to build school library collections should I become a school librarian.
According to the Kids and Family Reading Report, 91 percent of kids ages 6 to 17 say “their favorite books are the ones that they have picked out themselves”(Kids and Family Reading Report, 2015). For kids ages 6 to 8, they are far more likely than older kids to want books with characters that look like them (Kids and Family Reading Report, 2015). For this reason, it’s really beneficial if the school library’s collection has a very multicultural collection of picture books and fiction books for young readers to encourage reading.
I have not had much experience with collaborating with classroom teachers to reinforce literacy strategies (standard 2.4). However, I did do some of this through the LIS 693 lesson that I co-taught with a third grade teacher. We were specifically focused on using graphic organizers and examining nonfiction text features. During the first unit, each pair researched two different animals and compared their characteristics using a graphic organizer. The teacher and I walked around to help the kids understand the information they were reading about their animals in the online encyclopedia articles and then to extrapolate some of this information to go in the correct parts of the graphic organizer. Some kids had a harder time with this than others. For instance, the graphic organizer asked for the animal's physical defenses you can't see like strong sense of smell, venom, and others, some of the students couldn't figure out from the text if their animal had any of these things, so I tried to point them in the right direction, based on the subheadings of each link.
School libraries have maximum impact when they provide collaborative programs for reading instruction (School Libraries Work!, 2016). Administrators who say it’s essential that librarians be instructional collaborators with classroom teachers are more likely to rate their librarians’ teaching of writing and ELA standards as excellent (School Libraries Works!, 2016). Because of this, the more often students receive library/information literacy instruction from the librarian, the higher students’ test scores” (School Libraries Work!, 2016).
Artifacts referenced for standard 2
LIS 617 professional resource evaluation
northcote_profresource.doc.docx | |
File Size: | 28 kb |
File Type: | docx |
LIS 617 book talk with link to voicethread recording
northcote_book_talk_script.docx | |
File Size: | 29 kb |
File Type: | docx |
LIS 664 family literacy plan (marketing brochures not included)
family_literacy_proposal.docx | |
File Size: | 36 kb |
File Type: | docx |
LIS 653 Collection development and analysis plan
northcote_collectionmanagementproject.pdf | |
File Size: | 668 kb |
File Type: |
northcote_five_year_plan.docx | |
File Size: | 25 kb |
File Type: | docx |
northcote_lesson_plan_revised.pdf | |
File Size: | 418 kb |
File Type: |
northcote_collaboration_planning_reflection.docx | |
File Size: | 17 kb |
File Type: | docx |
assessment_reflection_northcote.docx | |
File Size: | 17 kb |
File Type: | docx |
northcote_lesson_reflection_and_evaluation.docx | |
File Size: | 25 kb |
File Type: | docx |