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Creating a Community of Readers

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ASLA 2017 Conference
Challenge to Change
13-14 July, Sydney, Australia

Published in: Education
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Creating a Community of Readers

  1. 1. Creating a Community of Readers JOSEPHINE LARETIVE libraryowl.edublogs.org @jolaret
  2. 2. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment Josephine Laretive libraryowl.edublogs.org
  3. 3. Highlight and explore aspects of reading within the ASLA Teacher Librarian Standards. Enrich teacher librarians’ professional engagement and develop student learning outcomes related to reading. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment ASLA TL Standards ASLA, 2004.
  4. 4. Why do we need to make a difference? What does the research say? How can we influence reading? Research based & practical tips
  5. 5. Make reading infectious OUR PURPOSE IS TO MAKE A DIFFERENCE Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment
  6. 6. Make reading infectious •A well-resourced school library is not enough to ensure students will read •Our purpose is to make a difference and aspire to influence reading throughout the school community Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment
  7. 7. WHY READ FOR PLEASURE?“Encouraging children to be life- long readers is an educational imperative” Merga, 2015, p.255. Knowledge & understanding of the world Language acquisition & development Creativity & imaginative development Social & emotional development Staff from Seven Stories, 2013
  8. 8. Knowledge of the Curriculum 1.3 Comprehensive understanding of literacy, literature, curriculum and specific school programs ASLA, 2004. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment
  9. 9. ASLA Professional Knowledge Target literacy and reading by “demonstrating … knowledge of a wide range of diverse literature to meet the information and personal needs and interests of teachers and students at all grade levels” Baker, 2016, p.151.
  10. 10. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment ASLA Professional Knowledge School libraries “have a major role to play in identifying, acquiring, promoting and managing resources” to enhance student learning. Mitchell, 2011, p.11.
  11. 11. STAY ABREAST •Literacy is significant in the Australian Curriculum - core element of the English syllabus and a General Capability •Knowledge of quality literature is essential for teacher librarian’s in their role of selecting and promoting resources.
  12. 12. Promote and foster reading 1.3 Detailed knowledge of how to promote and foster reading ASLA, 2004. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment
  13. 13. ASLA Professional Knowledge The power of inspiration and influence of the teacher librarian and indeed teachers’ has a profound effect on encouraging students to read. Kindergarten Book Week bunting designs, 2016
  14. 14. Promote and foster reading Take risks when choosing books to read and introduce to children. Encourage students “to gain a breadth of reading experience” discover and be enticed to try different books. CLPE, 2016
  15. 15. WHY READ ALOUD? “The benefits of reading to students on a daily basis cannot be disregarded or downplayed” Lowe, 2016, p.38. Exposure & increased awareness of wide range of reading materials & genres Inspires an aspiration to read Extends vocabulary & improves comprehension Builds knowledge Provides a reading model assisting with fluency
  16. 16. Stage 1 Reading Challenge – adaptable to suit the library collection
  17. 17. Provide access to books 2.1 Learning environment Provide access to information resources through efficient, effective and professionally-managed systems. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment ASLA, 2004.
  18. 18. ASLA Professional Practice Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment “The organisation and presentation of books and media is a central part of accessibility in libraries, and a central part of the libraries’ presentation of itself.” Vold & Evjen, 2016, abstract.
  19. 19. EFFICIENT LEARNING ENVIRONMENTEncouraging and demonstrating browsing with young children “enables them to see the variety of choices available to them … and helps them to become comfortable lifelong users of libraries.” Montgomery, 2014, p.9. Children connect with the library, they find their space Use of colour, furnishings, organisation of resources creates space Allow for easy access and appropriate flow, ensure students feel confident and have a
  20. 20. PROVIDE CHOICE & VOLUME IN READING MATERIALS“The importance of choice and volume cannot be overstated … students who have more choice in what they read will read more.” Guthrie & Wigfield, 2000, as cited in Fisher, Frey and Hattie, 2016, p.56
  21. 21. Encourage & empower reading 2.1 Learning environment Foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment ASLA, 2004. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment
  22. 22. ALLOW FOR SERENDIPITY Encourage browsing Display books face out Rotating shelve systems Engaging book displays Respond to special events and occasions Frequent library visits “The importance of developing creative and dynamic environments … stimulate the imagination” Domingue, 2016, p.237
  23. 23. Children visit the library with peers, create opportunities for students to share, recommend, excite and influence others Perfect by Danny Parker Year 1
  24. 24. Encourage & empower reading 3.2 Professional Commitment Foster a reading culture through the active promotion of literature ASLA, 2004. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment
  25. 25. PROFESSIONAL COMMITMENT The Pocket Dogs by Margaret Wild As the dynamics of our role continues to develop we need to ensure the importance of reading is not undervalued • Commit with professional knowledge of the curriculum and how to promote reading • Create a learning environment to encourage reading • Foster a reading culture
  26. 26. FOSTER A READING CULTURE CONNECT WITH LITERACY Magpie Learns a Lesson by Sally Morgan Year 1 A Bus Called Heaven by Bob Graham Year 3 Patterns of Australia by Bronwyn Bancroft Year 2
  27. 27. FOSTER A READING CULTURE CONNECT WITH BOOK WEEK Perfect by Danny Parker Year 1 My Dog Bigsy by Alison Lester Year 2 Diorama Piranhas Don't Eat Bananas by Aaron Blabey Year 1 One Step at a Time by Jane Jolly Year 3 Flight by Nadia Wheatley Year 3
  28. 28. CREATING A COMMUNITY OF READERS It is our purpose to make a difference. We have Standards to guide us and direction on how to influence and make reading infectious. Within our school we should strive to create a community of readers. Creating a Community of Readers Our Purpose is to Make a Difference Make reading infectious ASLA Professional Knowledge ASLA Professional Practice ASLA Professional Commitment
  29. 29. Further details regarding Creating a Community of Readers is available from libraryowl.edublogs.org
  30. 30. References Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. Retrieved from: http://www.asla.org.au/site/DefaultSite/filesystem/documents/TLstandards.pdf Baker, S. (2016). From teacher to school librarian leader and instructional partner: A proposed transformation framework for educators of preservice school librarians. School Libraries Worldwide, 22(1), p. 143-159. Bonanno, K. (2016). Being a leader in your school community. Access, June, p.10-17. Centre for Literacy in Primary Education. (2016). Choosing and using quality children’s texts: what we know works. Retrieved from: https://www.clpe.org.uk/sites/default/files/12696%20CLPE%20Choosing%20and%20Using%20Texts%20HYPER%20%28002%29_0.pdf Centre for Literacy in Primary Education. (2016). Reading for pleasure – what we know works. Retrieved from: https://www.clpe.org.uk/sites/default/files/12697%20CLPE%20Reading%20for%20Pleasure%20HYPER.pdf Cunningham, S. (2011). Children in the physical collection: implications for the digital library. ASIST, October 9-11. Dominguez, N., Garcia, I., Martino, J., & Mendez, A. (2016). The school librarian as a motivational agent and strategist for reading appreciation. Journal of School Librarianship and Information Science, 48(3), p.236-246. Fisher, D., Frey, N., & Hattie, J. (2016). Visible Learning for Literacy: Implementing the Practice that Work Best to Accelerate Student Learning. California: Corwin Literacy. Layne, S. (2009). Igniting a Passion for Reading: Successful Strategies for Building Lifetime Readers. Portland, Maine: Stenhouse Publishers. Lowe, K. (2016). For the Love of Reading: Supporting Struggling Readers. NSW, Primary English Teaching Association (PETAA). Lupton, M. (2012). Inquiry skills in the Australian Curriculum. Access, June, p.12-18. Mitchell, P. (2011). Resourcing 21st Century online Australian Curriculum: the role of school libraries. Journal of the School Information professional, 15(2), p.10- 15. Merga, M. (2016). I don’t know if she likes reading: are teachers perceived to be keen readers, and how is this determined? English in Education, 50(3), p.255- 269. Merga, M. (2015). Access to books in the home and adolescent engagement in recreational book reading: considerations for secondary school educators. English in Education, 49(3), p.197-214. Montgomery, B. (2014). A case for browsing: an empowering research strategy for elementary learners. Knowledge Quest, 43(2), p.5-9. Scholastic. (2016). School Libraries Work. A Compendium of Research Supporting the Effectiveness of School Libraries. Retrieved from http://www.scholastic.com.au/assets/pdfs/school-libraries-work.pdf Staff from Seven Stories. (2013). Creating engagement with children’s literature. In D. Waugh & S. Neaum (Eds). Beyond Early Reading. Chapter 7, p.101-117. Vold, T., & Evjen, S. (2016). How children find their way: access, adaptability and aesthetics in the organisation and design of a new children’s library. ASIST, October 14-18.

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