NCTE 2010 Libraries
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The document discusses the importance of school libraries in enhancing literacy learning and the need to connect literacy with library resources. It highlights findings on the impact of access to books on reading habits and academic success, especially for children from lower-income families. Additionally, it emphasizes transforming libraries into collaborative spaces for innovative thinking and research, facilitating a culture of reading and increased engagement among students and staff.
![References
Allen, C. A., & Swistak, L. (2004). Multigenre research: The
power of choice and interpretation. Language Arts, 81(3),
223-232.
Hamilton, B. (2009). Students creating content with
multigenre learning artifacts. The Unquiet Librarian [blog]
http://theunquietlibrarian.wordpress.com/2009/12/16/stude
nts-creating-content-with-multigenre-learning-artifacts/
Loertscher, D. V. (2009). Connections with people and ideas
and the Learning Commons. In D. V. Loertscher (Ed.),
Connections: Papers of the Treasure Mountain Research
Retreat (pp. 9-32). Salt Lake City, UT: Hi Willow Research
& Publishing.](https://image.slidesharecdn.com/ncte2010libraries-101118071011-phpapp02/85/NCTE-2010-Libraries-83-320.jpg)
NCTE 2010 Libraries
- 1. Expanding Literacies Through School Libraries A Panel Presentation for The National Council of Teachers of English 2010 Annual Conference Orlando, Florida
- 2. Why do libraries matter in literacy learning?
- 4. “Connecting literacy and libraries is not always as intuitive as we would like” -Loertscher, 2009
- 5. Kristin Fontichiaro School of Information University of Michigan font@umich.edu @activelearning blog.schoollibrarymonthly.com The School LibraryThe School Library as a Spaceas a Space for Innovative Thinkingfor Innovative Thinking Fall Kindergarteners Playing Chess?!? Fall Kindergarteners Playing Chess?!?
- 6. That Was ThenThat Was Then
- 7. This is NowThis is Now
- 8. That Was ThenThat Was Then ypsigleanings.aadl.org
- 9. This is NowThis is Now
- 10. http://www.gstatic.com/hostedimg/2d51bc6ae71001c1_landing That Was ThenThat Was Then
- 11. This is NowThis is Now
- 14. http://www.flickr.com/photos/michaelsphotos/252591429/http://www.flickr.com/photos/michaelsphotos/252591429/ That Was ThenThat Was Then http://www.flickr.com/photos/michaelsphotos/252591429/ Some rights reserved.
- 16. 2 months later – during summer vacation! 2 months later – during summer vacation! Last week of school (June) Last week of school (June)
- 20. Some Findings “When children have access to more books at home, at school, or at the public library, they read more.” “Children from higher- income families have access to reading material they like, but children from lower- income families do not”
- 21. What hit me . . . • “ . . . the ability to read well is the single best indicator of future economic success— regardless of background.” • “An extra 15 minutes of reading per day can lead to three months of additional growth.”
- 22. 2008
- 23. Questions • What multicultural resources did my library offer? • What did the students want to read? • How could I provide more access to the materials students wanted?
- 24. The Bin Project •Bins in all instructional areas of the building, as well as offices •Accessible, interesting titles that mirrored student culture •Encouraged staff to read and share the books •Added and replaced titles as necessary
- 26. The Results • Added interest in all types of books • Increased library circulation • More staff participation in literacy projects • A culture of reading • Increased test scores
- 27. Libraries Increase Learning Potential Stephens NCTE 11/20/10
- 28. Conceptual Processes Prediction Stephens NCTE 11/20/10
- 29. Conceptual Processes Prediction Stephens NCTE 11/20/10
- 30. Conceptual Processes Modeling Stephens NCTE 11/20/10
- 31. Conceptual Processes ModelingStephens NCTE 11/20/10
- 32. Conceptual Processes Modeling Stephens NCTE 11/20/10
- 33. Conceptual Processes Modeling Stephens NCTE 11/20/10
- 35. Conceptual Processes Experimentation Stephens NCTE 11/20/10
- 36. Conceptual Processes Experimentation Stephens NCTE 11/20/10
- 37. Conceptual Processes Evaluation Stephens NCTE 11/20/10
- 38. Analytic Processes Diagnosis Stephens NCTE 11/20/10
- 39. Analytic Processes Planning Stephens NCTE 11/20/10
- 40. Analytic Processes PlanningStephens NCTE 11/20/10
- 41. Analytic Processes Planning Stephens NCTE 11/20/10
- 42. Analytic Processes Causation Stephens NCTE 11/20/10
- 43. Analytic Processes Causation Stephens NCTE 11/20/10
- 44. Analytic Processes Judgment Stephens NCTE 11/20/10
- 45. Analytic Processes Judgment Stephens NCTE 11/20/10
- 46. Social Processes Teamwork Stephens NCTE 11/20/10
- 48. Social Processes Teamwork Stephens NCTE 11/20/10
- 49. Social Processes Teamwork Stephens NCTE 11/20/10
- 50. Social Processes Influence Stephens NCTE 11/20/10
- 51. Social Processes Influence Stephens NCTE 11/20/10
- 52. Social Processes Influence Stephens NCTE 11/20/10
- 53. Social Processes Negotiation Stephens NCTE 11/20/10
- 54. Social Processes Negotiation Stephens NCTE 11/20/10
- 55. Social Processes Describing Stephens NCTE 11/20/10
- 56. Social Processes Describing Stephens NCTE 11/20/10
- 57. Social Processes Describing Stephens NCTE 11/20/10
- 58. Student Circulation, 2003 to date Stephens NCTE 11/20/10
- 59. Teens Served, 2003 to 2009 Stephens NCTE 11/20/10
- 60. An Updated Vision: Libraries and Literacies Beth Friese - University of Georgia elizfriese@gmail.com - @librarybeth NCTE, 2010
- 61. Research Process: What about the product?
- 62. Multigenre Research • Follows inquiry principles • Familiar research process • Main difference is in research products • Examples from my students and our Inquiry into Diversity Projects
- 63. Journals
- 64. Poetry
- 65. Concrete Poetry
- 66. Wordles
- 68. Brochures & News
- 69. Comics
- 70. Glogster
- 71. Books
- 74. Examples from Buffy Hamilton’s Unquiet Library
- 75. Partner with New Teachers
- 76. Libraries as Literacy Laboratories • Raw Materials (Mentor Texts, Primary Sources, Other Resources) • Procedures (Research) • Tools (Technologies, 2.0) • Experimentation (Curiosity, Inquiry, Failure, Mess) • Ideas, Collaboration, Celebration • Publication of New Discoveries (At all Levels)
- 77. Changing from Nouns to Verbs
- 79. Libraries continue transforming from places to get stuff into places to do stuff
- 81. Create!
- 82. Your Questions, Comments, and Contributions
- 83. References Allen, C. A., & Swistak, L. (2004). Multigenre research: The power of choice and interpretation. Language Arts, 81(3), 223-232. Hamilton, B. (2009). Students creating content with multigenre learning artifacts. The Unquiet Librarian [blog] http://theunquietlibrarian.wordpress.com/2009/12/16/stude nts-creating-content-with-multigenre-learning-artifacts/ Loertscher, D. V. (2009). Connections with people and ideas and the Learning Commons. In D. V. Loertscher (Ed.), Connections: Papers of the Treasure Mountain Research Retreat (pp. 9-32). Salt Lake City, UT: Hi Willow Research & Publishing.
Editor's Notes
- #7: In the past, school libraries used to be very focused on the librarian being the gateway between students and resources.
- #8: Today, they’re about using library resources to promote engagement and participation. Learning doesn’t have to be one-way, and the kids don’t necessarily need the librarian to be the go-between. We can get out of the way and help our kids interact with the people behind their books and resources. Here are our third graders after Skyping with the editor of the BOXCAR CHILDREN series. We built this into a unit on editing and telling the same stories through different media. To the left of the projection of the editor is the live Twitter feed of the event. The students carefully researched the titles and took turns asking questions in front of the Webcam. This event got kids so excited to be connectet to experts that they actively sought out other opportunities to connect.
- #9: In the past, all young children engaged in being listeners to stories. They were passive – although appreciative – participants in stories. And those stories were almost always about FICTION. And check out that Christmas tree! We wouldn’t see that today.
- #10: Today, we recognize the value of collective, collaborative, self-paced work. Here,first grade students are on their second day of studying the rocks and minerals centered on the carpet. With teams, these first graders are using rock and mineral books to identify the rocks after touching, SMELLING, and discussing them. The students guide their rate of discovery. (Can you tell this was the daybefore the Michigan – Michigan State game?)
- #11: Take a look at the brand-new book in this kid’s hand. Solo learning like this used to be how we worked in libraries.
- #12: Now, we recognize that children can work collaboratively on projects and pool their knowledge. Here, students are learning about space exploration. They were VERY excited to learn how astronauts took baths and went to the bathroom! These first graders visited the library independent of their class to identify an area for research that interested them. We determined a good topic by saying that inquiry topics are topics that we know a little bit about but would like to know more. The red posterboard, when opened, provides a home for their Post-It notes. - Quick discussion of Debbie Miller – “Teaching with Intention” model – reference SLM article
- #13: Another example: collaborative notetaking See SLM article
- #14: Another example of collaborative learning: explain what this is – struggling readers created a felt board and then constructed the story shown. The visual images clearly ground the storytelling, and notice how the story moves from left to right across the felt board.
- #16: Introduce mentor text project with Help Me, Mr. Mutt
- #17: Describe the story – scaffolding the lists of character traits, writing styles
- #18: Students then responded in the voice of the cat … our students insisted on making stationery … so we went with it. Their plan was better than ours!
- #19: So … are we focusing our time on Dewey Decimal system scavenger hunts and OPAC exercises? Or …
- #20: Or teaching THROUGH resources to help students gain transferable skills in the future?