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Love your library


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How teachers can get the most from their class library visits

How teachers can get the most from their class library visits

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  • 1. Love your Library How teachers can get the most from their class library visits
  • 2. • Why the library is crucial to students' academic success • Things you can do in your class visits to the library • What to teach during extra sessions in the library • What your librarian can do for you
  • 3. • Latest research from University of London's Institute of Education (September 2013) • Children who read for pleasure are likely to do significantly better at school than their peers • The influence of reading for pleasure is four times greater than the advantage of having a universityeducated parent
  • 4. • Competent Children, Competent Learners project (NZ research, partly funded by the Ministry of Education) • Enjoyment of reading is a key indicator for competency levels in learning • " is not enough just to learn to read - one of the strongest indicators of positive engagement in school and learning was the enjoyment of reading".
  • 5. Library = Reading for pleasure
  • 6. Class Visits • Overdues management • Peer recommendations • Read a picture book • New book display • Topic of the week • Check the reserves box • Book selection • Return/issue books • Tidy up
  • 7. Overdues management
  • 8. Peer recommendations
  • 9. Read a picture book
  • 10. New book display
  • 11. Topic of the week
  • 12. Reserves box
  • 13. Reserves
  • 14. Book selection
  • 15. Return/issue books
  • 16. Tidy up
  • 17. Extra Sessions • Terminology • Library layout • Library policies • Library staff • Care of books • Genres • Book selection strategies • Introduction to Dewey system • Using the catalog • Promote summer reading
  • 18. Stretchy
  • 19. Book 1 Book 2
  • 20. Terminology • The difference between fiction and non-fiction (Stretchy, pg.27) • The names of the parts of a book e.g. title,spine, blurb (Stretchy, pg.43) • The main features of a non-fiction book e.g. contents, chapter headings, glossary, index (Book 1, pgs.29-31, Book 2, pgs.29-31) • Understand the different kinds of books in the library e.g. graphic novels, sophisticated picture books, readers (Book 1, pg.55)
  • 21. Library layout • Where everything is in the library • What the spine labels mean • Also, where the public library is Stretchy, pg.23-25
  • 22. Library policies • How many books students can borrow • How long books are issued for • The requirement for a book bag • How to reserve and renew books • How to return a book to the shelves Book 2, pg.11
  • 23. Library staff • Who we are • What we do Book 1, pg.8.
  • 24. Care of books • Handle gently • Turn pages from top right-hand corner • Use bookmarks • Keep away from animals, younger siblings, food and drink • Examples of damaged books Stretchy, pg.33.
  • 25. Genre • How are these categories defined? • Examples - Animal stories, adventure, mysteries, science fiction, historical fiction, fantasy • Try to choose a range of genres for your class library, as well as formats e.g. graphic novels, sophisticated picture books Stretchy, pg.9.
  • 26. Book selection strategies • Questions students can ask themselves to help them think about their reading preferences: • Which books are my favourites? • Do I like books by certain authors? • What topics or subjects interest me? • Do I prefer fiction or non-fiction (or both)? • What genres do I enjoy reading? Book 1, pg.33, Book 2, pg.14 Stretchy, pgs.31-32
  • 27. Book selection strategies • How to browse the shelves and find a book: • Choose which shelves to get your book from • Skim your eyes over the books and let an interesting cover or title catch your eye • Read the summary on the back of the book or inside the book jacket - does it make you want to read more? • Does the first sentence or paragraph make you want to keep reading? • Flip through the pages, look at the pictures, the size of the words and the space around the words. Does it feel good to you? • Use the five finger rule to find out if the book is at the right level for you
  • 28. Book selection strategies • The five finger rule: • Children choose a book they might like to read. • They read one page in the middle of the book and start with a closed fist. • They hold up one finger for each word they don't know. • If they get all five fingers up then the book is probably too challenging for them to read independently. They could ask an adult to read it with them, or choose a different book.
  • 29. Book selection strategies
  • 30. Book selection strategies • "A recent survey showed that the primary factor in choosing a book for 7- to 12-year-olds was a familiar character or series" - What do children's book consumers want? Publishers' Weekly Survey 2010
  • 31. Introduction to Dewey Decimal System Book 2, pg.27, Stretchy, pgs.38-40
  • 32. Using the catalogue • Show students how to find books using a title, subject or author search • Encourage them to: • Find books that help them with research questions • See if an author they like has written any more books • Check if there are any books about topics that interest them Book 1, pg.34, 36, Book 2, pg.34, 36
  • 33. Promote summer reading • Significant summer reading loss is a well known effect in NZ and worldwide • During the school holidays, and the long summer holiday especially, students can lose ground if they don't maintain the reading habit • In particular this has a huge impact on struggling readers who lose momentum, habits and confidence
  • 34. What your librarian can do for you • Curriculum Support • Books and digital resources • Livebinders • Information literacy • Readers' Advisory • Reluctant readers • Advanced readers • Books to help with social situations • Help for parents • Books for boys • Teachers' reading
  • 35. Books for boys "In New Zealand, like in many countries, girls perform better in reading literacy than boys by a statistically significant amount." - National Library, Services to Schools website
  • 36. Books for boys • Studies reveal boys often prefer: • Non-fiction • Graphic novels • Fun facts books • Fast-paced fiction with plenty of action • Series books • Humourous books
  • 37. Teachers as readers "Research in the UK & US suggests many teachers depend on their own childhood reading, their children's reading, and perennial favourites such as Roald Dahl and Paul Jennings." - National Library, Services to Schools website
  • 38. How you can help me • Please let me know: • If a student is about to leave school. Try and have a conversation with them about bringing their books and readers back before they go. • What books you'd like me to buy, or your students would like me to buy.
  • 39. Action plan • Teach some library skills in the library • Think about whether I could help you with students who are not yet reading for pleasure • Have an overdue book blitz