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Librarians and Literacy:Som
e Random Thoughts
With Teri Lesesne (rhym
es with insane)
http
s://www.yo
utube.co
m/c/p
rofesso
rsprovid
ingprofessio
nald
evelopmentch
annel
“But books do n
ot simply h
appen to people.
People also h
appen to books.”
Louise Rosen
blatt, 1956
Who are you as a reader?
One Alternative
http://readingyear.blogspot.com/2016/
08/still-learning-to-read-100-things-about.htm
l
X Things to Know about m
e as a reader...
Teri1.
I still prefer print books2.
But I do have books on my Kindle
3.And I read books w
ith my ears w
ithout guilt4.
I sometim
es go several days without feeling like opening a book
5.And then I binge read
6.I do begin each m
orning reading social media
7.I w
ill read menus and posters if I am
alone for a meal and I forgot to bring a
book8.
I take books everywhere and have “em
ergency” books9.
I love graphic novels10.
I have grown to love fantasy over the years
Who are you as a reader?
Some recom
mendations to help
us create a literate environment
The librarian’s role
●Serve as m
odel of literacy●
Develop a collection that encourages reading-genre, form, form
at●
Support and help develop classroom libraries
●Show
educators what is new
and notable●
Conduct reader’s advisory●
Resist the demand of canned program
s●
Create a library that is vibrant and meaningful
●Understand how
readers grow and develop
●Avoid labeling books (genre, RL, Lexile, etc.)
●Share the research about school libraries
Analyze the “research”
Lance StudiesThe presence of a certified librarian and an adequate collection w
as correlated w
ith higher test scores.
The removal of the school librarian and library collection correlated to a drop in
test scores most notably am
ong ELL students.
The Studies
And research on readers?
•50K
students surveyed
•K
ids hated the classics/required books
•BIG
take-away
■T
hree strikes observations about RA
George N
orvell
Daniel Fader from
Hooked on Books
•N
ewspapers, m
agazines, and paperbacks in the classrooms
•A
cts of literacy are “unavoidable”
•A
ccess to real (trade) books
•“If teachers view
themselves first as purveyors of pleasure
rather than instructors in skill, they may find the skill w
ill flourish w
here pleasure has been cultivated.”
Stephen Krashen’s The Pow
er of Reading
•school libraries w
as a strong predictor of reading achievement; the
library predictor was nearly as strong as social class
•com
ic book reading was significantly associated w
ith more reading
enjoyment
•studies have consistently show
n that those who read m
ore show m
ore literacy developm
ent
•studies indicate that a text needs to be about 98%
comprehensible in
order for it to help the reader acquire new vocabulary
Dick A
llington in Every Child, Every D
ay
●Every child reads som
ething he or she chooses.●
Every child reads accurately.
●Every child reads som
ething he or she understands.
●Every child talks w
ith peers about reading and writing.
●Every child listens to a fluent adult read aloud.
Access
Physical
Intellectu
alEmotion
alMoral
• A
t ho
me
•In
the classro
om
•In
the sch
oo
l library
•A
t han
d
ACCESS•
No
t just levels an
d lexiles
•Level o
f abstractio
n req
uired
•Literary elem
ents su
ch as flash
back,
symb
olism
, foresh
ado
win
g
•Th
emes
On
a fine su
mm
er mo
rnin
g du
ring th
e days o
f the
Pu
ritans, th
e priso
n d
oo
r in th
e small N
ew En
gland
tow
n
of B
----n o
pen
ed to
release a con
victed ad
ulteress, th
e Scarlet Letter A
emb
roid
ered o
n h
er dress, alo
ng w
ith
the Scarlet Letters B
thro
ugh
J, a veritable M
cGu
ffey's R
eader o
f Scarlet Letters, on
e for each
little tyke waitin
g fo
r her at th
e gate.
Bu
lwer-Lytto
n C
on
test, 2014
What w
e knowCarlsen and Sherrill, 1988
http://files.eric.ed.gov/fulltext/ED295136.pdf
●S
ettin
g a
side
TIM
E fo
r rea
din
g
●H
avin
g a
tea
ch
er sh
ow
INT
ER
ES
T in
the
ind
ividu
al's re
ad
ing
●H
avin
g te
ac
he
rs RE
AD
AL
OU
D
●B
ein
g e
xpo
sed
to a
VA
RIE
TY
of re
ad
ing
fare
●R
ec
eivin
g h
elp
from
LIB
RA
RIA
NS
●O
WN
ING
bo
oks
●S
HA
RIN
G b
oo
ks with
frien
ds
●P
artic
ipa
ting
in re
ad
er-c
en
tere
d D
ISC
US
SIO
NS
of lite
ratu
re
●B
ein
g a
llow
ed
free
do
m o
f CH
OIC
E in
rea
din
g fa
re
Basic Strategies
●Reading A
loud●
Providing choice●
Finding time
●Prom
oting access●
Encouraging response in many form
s
Important Research
to Consider
ww
w.w
eneeddiversebooks.org
Scholastic Family Reading Report
