This should be required reading for all library media specialists, faculty, and principals.  All to often, time is spent crafting position statements that are never read-- if you do work in a school library be sure to pass this on to your colleagues.  If there is any question about what your role is at a school in regards to the promotion of reading, this document is the foundation for all discourse on the topic.

 

Brian Thomas

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Cart, Michael.  (2007, October) Teens and the future of reading. American Libraries. 52-54.

This gives an overview of how teens are reading these days. It includes non-traditional resources that were not considered “reading” by others. It brings a lot of point that teens are still reading even if they are not always reading books. The article also highlights the ALA’s Young Adult Services Association events that promote literacy to teens.

 

Submitted by Sudi Napalan, 4/15/09

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Humphrey, J. and Preddy, L. March, 2008. Keys to Successfully Sustaining an SSR Program. Library Media Connection (26) 6. pgs. 30 – 32.

 

 

The NAEP conducted studies that show students perform better when they do independent reading. This article provides background information about reading and test scores as well as how to set up and sustain a successful Silent Sustained Reading (SSR) Program. Tips include getting the administration on board, setting up a SSR/Literacy Committee, incorporating staff commitment, surrounding students with books in their classrooms and library, establishing a culture of reading all year long and keeping up the momentum. The Library Media Specialist should focus on providing a wide variety of books in a searchable collection at all levels for students and staff members. LMS should keep abreast of newly published literature and monitor reading trends. Successful reading achievement requires ample time, attention and abundant resources.

Susie Huber, 15 April 2009

 

Haug, James (2009).  Innovative high school library fuels enthusiasm for reading,

High school library boosts reading by capturing students' imagination.  Las Vegas Review Journal.  Mar 2009.

This article about Jamie Smith, a High School Librarian, who got his students enthusiastic about reading and boosted their desire to read through the use of comic books. Jamie Smith is the librarian for a vocational high school in Las Vegas which has an enrollment of 1,800, but students already have checked out 15,000 books this school year. They're on pace to surpass last year's total of 18,000. The school library is a cross between a comic book store and a basement den with its mishmash of sofas, recliners and chaises donated by teachers or purchased at yard sales. Students are encouraged to put their feet up and read.

While Smith has sometimes removed books for "dicey" content, he has never encountered any resistance against stocking the library with comics.  "Reading is considered reading," Smith said.  Retrieved April 13, 2009 from

http://www.lvrj.com/news/41196682.html

Barbara Bulkin 4/13/09

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Kaplan K12 Learning Services Web Site.  Retrieved from the Kaplan web site on  April 12^th, 2009.   http://www.kaplank12.com/us/reading-intervention/intensive-intervention/spellread

 

This web site explains a reading program that is called “SpellRead”.  It is rated one of the best for small group reading intervention.  The program is one year long and it concentrates on phonics and reading fluency.  There is also explicit comprehension and vocabulary instruction.  It has a very back to basics and drill and kill bent, but that is what is becoming more popular now.  Submitted by Joanne Maher on April 12th, 2009.

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Fontaine, D (2008).Welcome to the age of the wikitext!. Multimedia & Internet @ Schools. 15 (3).

This article recommends a radical (at least to me!) idea—wikitextbooks! Instead of having costly textbooks that easily become obsolete, why not use a wiki to create textbooks? the author asks. Besides being much more current, they would also be more interactive (imagine clicking on images, videos, tutorials, sounds, as you read) and responsive to various learning styles. I’m not sure everyone has yet arrived at the “age of the wikitext,” but it seems like it could be the way to go if some of the concerns (such as editing, ownership, reliability) were worked out. As Paul Bierman, a University of Vermont professor quoted in the article, explains, “Textbooks have yet to respond to changes in technology, teaching philosophy, and student life.” It may be time to catch our textbooks up to our current learners, teaching strategies, and goals, and flexible wikis may be the way to do that. It’s also an exciting idea because it would free textbooks from the grip of giant publishers who often have agendas other than purely educational ones in mind.

Contributed by Allyson McAuley on 10 April 2009.

Tags: wikis, wikitexts, textbooks, publishing, technology

 

Belben, C (2007, October). There are no booktalking police: Alternatives to stand-and-deliver presentations. Library Media Connection, 28-29.

This article acknowledges the benefits of booktalking, but advises librarians to think of other ways to help get good books into the hands of teens, such as teaching them the skills by which good readers find their own books that they will like. She suggests having students write reviews for each other, encouraging them to use the OPAC, starting a book review blog, doing an “Internet Book Quest,” creating rotating stations and displays, creating video “trailers” for books like for movies, etc. There are a lot of ideas in this article; these are only a few. The gist is that if librarians rely only on booktalks, they limit students to the things THEY have read, and they limit students’ abilities to find books independently when they leave the library. Booktalks will always be a part of our toolbox as librarians, but only one part.

Contributed by Allyson McAuley, 10 April 2009

Tags: booktalks, limitations, alternatives to booktalking, independent readers, lifelong learning

 

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Neil Gaiman's Video Book Tour

Fifth- and sixth-grade learners at San Carlos Charter Learning Center enjoyed watching and hearing Neil Gaiman read The Graveyard Book last Monday. The Newbery Medal winner has posted his entire Graveyard book tour online: MouseCircus.com--The Official Neil Gaiman Website for Young Readers. Chapter by chapter, with the audience's reactions in the background. Quite entertaining. Gaiman (the author of Coraline) reads his own material aloud very well. The Day I Swapped My Dad for Two Goldfish, one of his picture books, is also sold with a recording of the book read by the author. The British accent doesn't hurt :)

 

http://www.mousecircus.com/videotour.aspx

 

posted by Emma Moore on April 9, 2009

 

 

Autobiographical Comic Strip Curriculum

Graphic novels and comic books for young readers are fast becoming welcomed additions to public and school library collections. Illustrated narratives are shown to improve reading comprehension and encourage recreational reading among readers of all ages and levels (Lyga, 2006--below). Educators in libraries and classrooms may want to capitalize on the popularity of the genre with Heather McAdams' autobiographical comic strip curriculum. McAdams, a visiting artist, developed the detailed lesson plans for the University of Illinois at Chicago's Contemporary Community Curriculum Initiative 2000. The step-by-step curriculum is geared towards middle school and high school students.

 

http://www.uic.edu/classes/ad/ad382/sites/Projects/P009/P009_process.html

 

posted by Emma Moore on April 9, 2009

 

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Valenza, J. (2009, April 7). New children's ebook goodness--for readers & writers, Never Ending Search, blog posting by Joyce Valenza made on April 7, 2009 retrieved on April 7, 2009 from http://www.schoollibraryjournal.com/blog/1340000334.html#1060043106.

 

    Dr. Valenza, our guest in honor and inspiration, introduces us to BigUniverse. According to her review, BigUniverse offers ebooks for reading AND tools for "creating, sharing and publishing" stories.

 

entry made by Jung Ah Lee on April 7, 2009

 

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Drogowski, P. P. (2009, Feb). Time Well-Spent: The Intermediate Read-Aloud. [Electronic version]. School Library Media Activities Monthly, 25(6),  19-20.

 

     This article notes the importance of reading aloud to students of any age, especially the middle and high schoolers. It starts by stating the benefits of read-aloud programs and ends with recommendations on books for reading aloud.

 

entry made by Jung Ah Lee on April 7, 2009

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McLean, C. (2007, Fall2007). Fifty Ways to Promote Teen Reading in Your School     Library. Young Adult Library Services, 6(1), 8-10. Retrieved April 7, 2009,     from Library, Information Science & Technology Abstracts with Full Text     database.

This article lists 50 different ways to promote reading among teenagers. A number of methods are suggested including the podcasting, adding graphic novels in the collection, having teens write reviews of books, discussions on blog and lively booktalks.

 

Submitted by Sudi Napalan, 04/07/09

 

Friese, Elizabeth, E.G. Popular Culture in the School Library: Enhancing Literacies Traditional and New

School Libraries Worldwide, Volume 14, Number2, July 2008, 68-82.

Popular culture among 21st century learners is discovered for their relevance to several types of literacy instruction.  The inclusion of popular culture materials in school library collections can support achievement in traditional literacy while facilitating connection with everyday literacy pactices.  Popular culture materials also provide instructional opportunities for critical media literacy as well as information literacy.  Popular culture texts are worth of inclusion in school library collections for reasons of enhancing pedagogy and enjoyment.

 

submitted by Margaret Martin, 04/06/09

 

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Lyga, Allyson A.W.  Graphic Novels for (Really) Young Readers.

School Library Journal, March 2006, 56-61.

Lyga explains that graphic novels are appropriate for younger readers and that they are increasing in popularity among younger readers as the artwork helps them establish the context of the story. For younger readers to read a graphic novel, many literacy skills are required, including the ability to understand a sequence of events, interpret character’s non-verbal gestures, distinguish the plot, and make conclusions.  Also, graphic novels are a fun way to increase reading comprehension among struggling student and motivate recreational reading among reluctant students.

 

submitted by Margaret Martin, 04/06/09

 

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Pipkin, Ann Marie.  March/April 2009.  Working with parents to achieve national board certification.  Library Media Connection,27 (5). Pg.24-25 

 

This short article gives very practical ideas for incorporating parents in your school library program.  Although the advice is meant for those seeking national board certification, it stands well for any librarian.  "The portfolio instructions state, 'Accomplished library media specialists seek and anticipate in opportunities to promote enthusiasm for their programs among families.'"  Securing a parent volunteer coordinator  can help build the bridge between school and parents.  "When a parent comes in the library to volunteer, they bring with them their passion and their need to have the best possible program within the school for their children."  In this time of shrinking budgets, surely everything we do to promote our programs is worth it.  Parents who see what we do can make a big difference.

 

Submitted by Mary Smartt, April 5, 2009

 

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Holland, Mindy Miner.  Why we need to stop promoting reading.  LIbrary Media Connection.  27(5).  March/April 2009.  18.

This catchy title has caused me to think!  Holland questions the fact that libraries have posters and bookmarks that say "Read!"  How is this motivational?  The author surveyed her students about what would motivate them to read.  The response was good books.  "Books that appeal to kids make them want to read."  Holland also realized that she needed to advertise the books she had as requests were made for titles already there.  She suggests instead of displays that say "Catch the reading bug"  say "Books to make you laugh out loud or "Scary books only for the brave."  Put signs in the more popular nonfiction areas.  Take off the cutesy read in and replace it with 'Ask me about the new Dan Gutman book."  These changes are subtle but important and worthy of consideration.

 

Submitted by Mary Smartt, April 5, 2009

 

 

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Nancy Keane Web Site

 http://www.nancykeane.com/

 

Nancy Keane’s web site is very useful for ready made booktalks, lists of recommended reading, book reviews by children, and sources about children’s literature. There are over 5, 000 booktalks and you can search by grade level, author, and title. There is also useful information on what a booktalk is and how to give one. The links to children’s books and the booklists are excellent. Submitted by Joanne Maher on April 4th, 2009.

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Adam, A., & Mowers, H. (2008, December). The inside story. School Library Journal,

         54(12), 50-52. Retrieved March 15, 2009, from Academic Search Premier database.

 

Adam and Mowers (2008) offer brief descriptions of several online resources that offer e-books for free or little cost.  Project Gutenberg (www.gutenberg.org) offers a large collection (over 25,000 titles) of public domain works.  Users can also visit www.lexcycle.com for an application that allows them to access title from Project Gutenberg for viewing on their portable devices.  Children’s Books Online (www.childrensbooksonline.org) offers free “illustrated antique books” and offers children the chance to compare the old with the new.  Big Universe (www.biguniverse.com) offers a variety of free books, but the highlight of this site is the feature that allows users to write and illustrate books of their own.  TumbleBooks (www.tumblebooks.com) is a subscription service that offers books by well-known authors.  Lookybook (www.lookybook.com) is a site geared toward purchasing but does allow users to create and share virtual bookshelves.  The article also touches upon the social networking sites that are directed at readers and offer an excellent interface for the creation of “virtual book clubs.”  Sites noted include Shelfari (www.shelfari.com), Good Reads (www.goodreads.com), and Library Thing (www.librarything.com).

 

Submitted by Matt Souza on April 3, 2009

 

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Charlama Chaffee (4-1-09)

Meyers, E. (2002, Winter). Research maps new routes for reading success in

PLA early childhood initiative. Journal of Youth Services in Libraries, 15(2), 3-8. Retrieved at  http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e4741fae46b91d0b72da9b076af479f5d101e98121ef225b1b3048e1c573001a4&fmt=H

 

Research shows that many children enter school severely lacking the necessary “skills and motivation” (p. 6) to succeed. This lack has been linked to lower family income. Further research indicates that if a child is a poor reader in first grade, it is more likely that s/he will be a poor reader in fourth grade. It has been shown that lower income children have less shared book time and fewer to no ABC books.

 

Further research has shown that phonemic awareness and phonics are very important to early literacy, oral and print vocabulary are different, and computer technologies can assist vocabulary building.

 

Library organizations have long tried to help alleviate these problems by creating programs and partnering with Head Start. The Public Library Association (PLA) and the National Institute of Child Health and Human Development (NICHD) in a joint effort created best practice materials to guide parents/caregivers in helping their children. These materials focus on the parent/caregiver being the first and probably best teacher in a child’s life.

 

Local libraries are moving from providing services for parents/caregivers, such as story times, to helping them work with their children to help the children become better readers. The materials created come in three age ranges: 0 – 2, where parents/caregivers share books and bond; 2 – 3 where parents/caregivers encourage the child to talk, retelling the story and answering simple questions; and 4 – 5, where the parents/caregivers introduce phonemic awareness and rhyming. Some 4 – 5 year olds may have to do the skills discussed in the 2 – 3 year old range. If this is the case, parents/caregivers should backtrack and go through the younger age range material.

 

Twenty-three libraries were invited to put the research based material to the test. The libraries set several goals: Develop programs to get the information to parents/caregivers; how to assess the library’s success; and train librarians to act as teachers. At the time the article was written, the testing by these libraries was still being undertaken.

 

 

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Boccuzzi-Reichert, Angela. (May 2005). A book club for teachers. School Library Journal. 51(5). Retrieved March 20, 2009 from Academic Search Premier database.

 

 

The article shares Angela Boccuzzi-Reichert’s frustration with the effects the rigorous standards for No Child Left Behind had on her colleges. The teachers in her school frequently complained about not being able to use books to connect with their students because they were too caught up in meeting standards. The author decided to implement a great idea to assist teachers in becoming more familiar with titles for their students. She designed a book club based on helping teachers get acquainted with young adult literature, so that they can share with their students. The club was structured to include subjects across the curriculum “meeting New York’s state standards for reading, critical analysis, and literacy,” so that all teachers felt they were benefiting. The club met monthly to discuss books that were read beforehand. Each teacher read and discussed separate books to allow for everyone to be exposed to more books. The books chosen were award-winning and usually controversial. Reading controversial books keeps staff informed and better prepared to justify a challenged book. Her book club was a success, and should be tried in more schools. Her colleagues now eagerly share with their students, and feel a strong sense of ownership to the library collection.

submitted by Shanin Fox

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McMurtrie, J. (2009). “The Kindle 2: a thin read.” San Francisco Chronicle Books. March 15, 2009. P. J-4.

 

 

“A thin read” or “competition for the printed book”? In an email to the current LIBR 233 class on Feb. 28^th, Dr. Loertscher made the latter comment quoted above while sharing his favorable take on the same device reviewed by John McMurtrie in the Chronicle two weeks later. As the title informs us, McMurtrie’s opinion of the Kindle as a reading device is nowhere near so positive.

McMurtrie faults several aspects of the Kindle 2, particularly focusing on a “lack of sensual pleasure” as it in not designed comfortably to fit into the human hand as books are, nor does it have the pleasant feel of a cloth cover or the comforting smell of paper. It cannot contribute to our living room as furniture like books on a bookcase (nor, I would add, does it give a stranger visiting us insight into our personalities like viewing our personal reading collection does). He also faults it for lacking “ballast” as a sort of paperweight, and indeed the photograph in the newspaper’s print edition shows its small size relative to Jonathan Littell’s Kindly Ones.

As any professional writer would, McMurtrie gives space to the other side of the argument and praises the Kindle 2 for some features, including its small size, noting you can’t as easily read a 700 page plus actual book on a subway car during your morning commute. He also praises the convenience of downloading a book with a wireless connection in a matter of minutes, and the fact that the Kindle will store 1,500 personal selections.

While regularly referencing John Updike, who wrote an earlier essay on this subject (2000, on prototype “e-book readers”), the author uses an Updike Due Considerations edition to highlight the Kindle 2’s flaws. All books are presented similarly “blandly” on the Kindle, “with the same utilitarian font”, so the book is no longer a hand-crafted, original object. Formatting problems such as ellipses breaking from one line to the next, or typos (in, ironically, the Updike “A Note on Type”) occur.  He also complains of the page turning clicking button mechanism, adding that if you’re reading in bed with a partner nearby, there’s an annoying accompanying sound, as well as a page flash only somewhat improved from the prior edition. Additionally, there is not a regular pagination system as in a book, but instead a “Locations” system with settings like “3653—36.”

 He also laments the “atrociousness” of the synthesized male or female voice that can “read” to you if you so choose. Though I have yet to use a Kindle I tend to sympathize here, as last time I was using the airport’s local trolley I wondered about the choice of a creepy, synthetic “robot” voice for terminal destinations in preference to the human voice itself. Is such a voice more “perfect” because it is artificial? It may lack human flaws, but its lifelessness is not comforting to me.

And speaking of life vs. lifelessness the author closes with such a metaphor, noting books are meant to be “lived with—taken on journeys, shared among friends, written on, chewed by dogs and babies, thrown across the room, given extra character with splashes of wine and coffee.” He notes that such a spill would likely short out a $359 Kindle.

While I could imagine specific circumstances where I might prefer the portability and convenience of a Kindle, say during a trip to a foreign country where I did not read or speak the language and had limited packing room, I think for the time being I’m going to side with McMurtrie and stick to textual books, periodicals, etc. as having more character and “life”. Perhaps one day I’ll be converted, but that day has not yet arrived.

 

Mark Schneider; March 28th, 2009

 

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Garan, E. M., & Devoogd G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge [Electronic version]. The Reading Teacher, 62(4), 336-344.

 

     Being such a newbie to libraries, I wanted to find out more about sustained silent reading. I also wanted to find articles that support SSR and reading for pleasure. This article did not turn out to be exactly what I expected but it shows how the research on SSR in the Report of the National Reading Panel is really meaningless and is often misinterpreted. So if you know of anybody that is not a supporter of SSR because of what NRP published, have them read this article.

     The article ends with several examples of how teachers have modified the pure SSR to make it fit for their classrooms. The modification that I like the most is the Scaffolded Silent Reading in which “students were held accountable for reading widely across selected literary genres, setting personal goals for completing the reading of books within a timeframe, conferring with their teachers, and completing response projects to share the books they read with others.” This modification would really make the students feel empowered which would make reading a more self-started activity rather than a forced activity. In addition, "reading widely across selected literay genres" will definitely require coming to the library for books!

 

Entry made by Jung Ah Lee on March 26th, 2009

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Make the connection: Sustained silent reading and recreational reading [Electronic version]. Library Media Connection, 26(6), 5.

 

     Here is a short article that could possibly be used as a hand out to show the benefits of SSR and quick tips on how to implement it. Like the author notes, SSR is just what the doctor ordered!

 

Jung Ah Lee, March 25th, 2009

 

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Greene A. H. & Melton G. D. (2007) Teaching with the tests, not to the test. Education Week, 26(45), 30.

 

     Here's another article that supports how reading matters even in standardized tests. The authors note that "every standardized test, regardless of its primary focus (social studies, science or writing is a reading test first." I would add math to the list as well. Even math involves reading. The author goes on by saying how the students should be taught “how to read tests” to make sure that students can understand the tests. This seems like an interesting concept and a great concern over whether the education would be too focused on testing arises.

 

Jung Ah Lee March 30th, 2009

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DelGuidice M. (2008). Is your school stuck in a testing rut? Use your library media center to make learning fun again! [Electronic version]. School Library Media Activities Monthly, 25(5).  

 

     This article starts out with a title that sounds like it would be focused on ideas for collaborative projects with the teachers in the classrooms to make learning fun but it does not discuss the collaboration part much. The author lists what seems like realistic examples on how she squeezed in the fun even when the school is entirely focused on tests and how she dealt with administration to fight for her “library space”.

     It also has a section dedicated on reading. The section is actually titled "Tips for Putting Fun into Learning" which turns out to be a list of tips on how to make reading fun. I am sure many of you that are working in libraries are doing many of this but since I am such a newbie, every tip helps. Tips include celebrating national reading events, show casing the books that you know kids love towards the front of the library, arranging for author visits and targeting for authors promoting new books if your library does not have a budget for such visits and partnering with your local public library. I thought the last idea was a great idea for schools with tiny collection and budget but are close to great public libraries.

     Regardless of how the article is structured, this author has the right idea on reading when she notes that reading and learning should be fun; reading is still the key to higher scores on tests and the library media specialists have the power to “help students find books that they actually want to read.”

 

Entry made by Jung Ah Lee on March 25th, 2009, revised on March 26th, 2009

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Graphic Novels Rule! The Latest and Greatest for Young Kids

The latest and greatest comics for young kids

By Michele Gorman -- School Library Journal, 3/1/2008

http://www.schoollibraryjournal.com/article/CA6536654.html

  Gorman points out that graphic novels are incredibly popular with kids, and that they are an excellent resource not only kids for making the transition from picture book to text-only, but for also for getting reluctant readers to read voluntarily.  Because of their increasing popularity, authors are "now addressing important personal and social issues like the power of imagination, being true to one’s self, the benefits of teamwork, and how to cope with divorce and bullying."  Gorman gives us an annotated list of 25 new graphic novels that are developmentally appropriate for grades K-6 (she also marks them by grade level).

Elizabeth Waterbury 3/23/09

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Literature Circles website

http://www.litcircles.org/

Both teachers and librarians can use literature circles to create an organized format for students to be engaged in what they are reading. The website provides a basic guide as to how to use, structure, and guide discussions in literature circles. A list of additional web links and professional books will help educators further research this method of group work.

 

Marisa Reyes 3/21/09

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Freeman, J. (2006) Books that kids will sit for 3: A read aloud guide. Westport, CN: Unlimited.

This book is a great overview on how to choose and evaluate quality books, library learning games, storytelling, and many other important aspects of a school library media center. It is the perfect resource for librarians who are in need of new ideas and materials.

 

Marisa Reyes 3/20/09

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Knowles, L. 2009, January. Differentiated Instruction in reading: Easier Than It Looks. School Library Media Activities Monthly, 25(5), 26 – 28.

 

 

Differentiated reading instruction basically means that teachers recognize and understand that even though children might all be the same aged, children have different reading skills – ‘one-size-fits-all’ teaching/learning will not work. Where does the Library Media Specialist fit in? Library Media Specialists work closely with teachers to offer excellent reading choices. They promote and present access to national reading programs. They help students read to learn by showing them how to accurately use the library’s cataloging system, databases, search engines and web sites. Bloom’s Taxonomy skills can also be taught to help students find deeper meaning in their information.

 

Susie Huber

 

Preddy, K. (January 2009). Social Reading: Promoting Reading in the Millennial Learner. School Library Media Activities Monthly, 25(5), 22 – 25.

 

 

Because this generation of kids thrives on social interaction, stimulating the next generation of readers requires the socialization of reading. We need to adapt some old tricks and add some new tricks to keep kids motivated and encourage reading. Preddy suggests the following three R’s: Reading (on a daily and nightly basis – at home and at school), Relationships (kids need to discuss what they’re reading with peers, parents, teachers, virtual friends aloud, on blogs, etc.) and Role Models (teachers and librarians need to ready during silent reading time, carry reading material around). Students thrive on entertainment. Developing lifelong readers charges us, as educators, to develop new tactics that include interactive technology, conversation and social networking.

 

Susie Huber

 

Cords, S.S. (Winter 2009). Wanted: Book Reviews with Bite. Libraries Unlimited. Retrieved February 26, 2009, from

http://lu.com/ranews/winter2009/cords.cfm.

I think it is important as a librarian to be able to review books well. But many times we come across books that we dislike or a book is poorly written or improperly fact-checked, or just a “bad” book. But as librarians we sometimes aren’t completely honest about a book. And book reviews are another place that honesty is always spoken. For many reasons book reviews don’t like to speak negatively about a book, even if they feel that way because they don’t’ want to offend anyone. The author states of this article that we need more honesty in our book reviews and that is why book review sections are losing their readership. The author quotes from a site, http://www.bookslut.com/blog where a reviewer is not afraid to tell you what she thinks. So instead of creating a list of the best books of 2008 she created the worst books of 2008 and got more discussion from her followers about why the books were not well liked. As a book reviewer myself this article gave me a lot to think about.

 

Lisa Katz, March 2009

 

 

Aronson, Marc (2007). Do books Still Matter? The answer is “yes”.  But not in ways you may expect.  School Library Journal, 53(4).  Retrieved March 7, 2009 from Library Literature & Information Science Full Text.

 

                Many have worried that digital content would have the effect ofpushing out books, particularly non-fiction.  Its so easy for students to go onto the internet to get the information they need, what use would they have for a book that comes in a less easy to digest format?  But books allow an author to present a fully formed argument and synthesizes ideas.  And for fiction writing, “any child will tell you, there’s no competition between a book that uses storytelling to capture a reader’s heart and a two-dimensional web site that’s intended to hold a viewers attention for 15 seconds” (p.38).

                The author argues that the digital worls allows the print world to do what it does best, “present a composed, fully articulated argument or story” (p.39).

 

Katie Gallagher March 8, 2009

 

Erica Turner 3/9/09

Malloy, J., & Gambrell, L. (2006, February). Approaching the unavoidable: Literacy instruction

            and the Internet. Reading Teacher, 59(5), 482-484. Retrieved March 5, 2009, Academic

            Search Premier database.

This article presents the author's point of view on the use of the Internet to enhance reading comprehension. It provides background on the evolution of the Internet as a communication tool, discussion on the differences between reading online and reading print, and recommends resources that can assist teachers as they endeavor to incorporate authentic and engaging reading and writing activities for students.

 

 

 

Erica Turner 3/8/09

 

Loertscher, D. (2007). What is the school library’s role in reading?  Core understandings from

 

reading research and school library program elements.  Teacher Librarian 34(3). 

 

Retrieved March 5, 2009, from Academic Search Premier database. 

 

Core understandings derived from reading research regarding how a child learns to read are discussed.  Skills that learners build through school library information literacy programs, school library reading programs, and school library technology programs are outlined.  The core elements include the role of reading in the improvement of complex thinking, significance of background knowledge and prior experience to the reading process and role of social interaction in reading development.

 

Lolder materials about Learning Commons Reading Program

Watstein, S., & Bell, S. (2008, January). Is There a Future for the Reference Desk? A Point-Counterpoint Discussion. Reference Librarian, 49(1), 1-20.

Associate University Librarians Sarah Watstein(UCLA) and Steven Bell(Temple University PA) debate the physical need of a reference desk  at the 5th Annual Reference Symposium at Columbia University. Bell argues that technologies like instatant messaging which can be accessed at any time, make the physical reference desk obsolete, while Watstein argues that face-to-face interaction can never be replaced. Both agree that there is a new type of user and that technology can be helpful and enhance the reference experience.   I found this article relevant to our disscussion of technology use for students who have not known a world with out technology.  The debate was centered on the type of user who have come to expect the imediacy and ease of technology but may be  not be totatlly aware of how to use it for maximum results.  Our students could potentially grow up to be these "users" who may feel that technology is second nature to them but who may not be able to use it practically.  The debate brings out good points on  both sides of the arguement, but a conclusion is not made.

 

Boxen, J. (2008, January). Library 2.0: A Review of the Literature. Reference Librarian, 49(1), 21-34. Retrieved February 26, 2009, from Academic Search Premier database.

Although this article is from Reference Librarian and is dealing with diffrent types of libraries not just school libraries, I feel that the information is relevant since School Librararians/Technicians look to use 2.0 tools to enhance students' learning enviornment. The article reviews various 2.0 tools(blogs, wikis, tagging, bookmarking sites, audio blogging, podcasting, MUVEs) and how they are used in and by different libraries-academic and public. The author does not validate or promote thier usage, but rather points out the reservations that some librarians may have in regards to 2.0 tools.  

 

 

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Catherine, Trinkle. (2009). Reading for Meaning: Questioning. School Library Media Activities Monthly, v25n5p48-50 Jan 2009.

A very important literacy skill is asking questions.  Students need to be informed that they should ask questions throughout their research. Library media teachers are not reading teachers, they do however work with students to become better readers. Library media teachers can help students compose good questions and read for meaning.

In this article, the author takes reading comprehension strategies from Ellin Keene's "Mosaic of Thought, The Report of the National Reading Panel: Teaching Children to Read" (2000) and Robert Marzano's "Classroom Instruction that Works" (2001). They are also each deeply embedded in the new "AASL 21st-Century Standards" (2007). The author also presents information from "AASL Standards for the 21st-Century Learner" which supports the importance of questioning during any research process.

 

Barbara Bulkin

February 21, 2009

 

 

Varley, Pamela. (2002). As Good As Reading? v78n3p251-262 May/June 2002.

This article questions the use of audio books to enhance the reading enthusiasm of students. No, listening to an audio book is not the same as reading an actual book, but it is an act of taking in a story. This act alone can enhance enjoyment of reading and vocabulary comprehension. Listening to audio books should not be the only form of "reading" a student does, but our goal is to use all types of media to develop a love of learning in our students.

 

-Laci Henning

March 11, 2009

 

Sargeant, Cynthia and Roger Nevin. (2008). Using the Library Learning Commons to Reengage Disengaged Studens and Making it a Student-Friendly Place for Everyone. v36n1 p43-5 October 2008.

"Editors Note: Outsiders Setting up office in the Library? Encroachment on Library Space? This account of a "homeless" student success specialist who sees little correlation between her role with at-risk kids in the library shows that when she and the teacher-librarian decide to make the best of a joint office facility, marvelous things happen. Our team of specialists discovers they have opportunities to succeed far beyond what they could do alone. Did the teacher librarian gain another professional in the library? Or, did the student success specialist gain another professional for her program?

When a student at Adam Scott CVI (Collegiate and Vocational Institute) is struggling because of emotional, social, or behavioral issues, they do not go to the office- they go to the libarary learning commons."

 

-Laci Henning

March 11, 2009

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Gordon, C. (2008, November). A NEVER-ENDING STORY: ACTION RESEARCH MEETS SUMMER      READING. Knowledge Quest, 37(2), 34-41. Retrieved April 11, 2009, from Academic Search      Premier database.

 

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Carol Gordon, a professor and researcher at Rutgers University describes her work changing the summer reading program at Barnstable High School in Massachusetts.  She did this while still a library media specialist using action research as her method.  We are looking at our Summer Reading program at Saint Mary's now and reading Gordon's thoughts and doubts about the summer reading program at BHS is so eerily familiar that her conclusions are impossible to ignore.  Anyone interested in improving their summer reading program should read this article. 

 

Brian Thomas