Reading Comprehension at the Core of the Library Program
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
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2012
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| _version_ | 1867181079257939968 |
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| author | Moreillon, Judi |
| author_facet | Moreillon, Judi Moreillon, Judi |
| collection | Education Resources Information Center |
| contents | Reading Comprehension at the Core of the Library Program Moreillon, Judi Reading Instruction Teaching Methods Library Services Reading Comprehension Academic Standards Team Teaching Librarian Teacher Cooperation Best Practices Reading Strategies Library Role Content Area Reading Just as the mission of the library program evolves from the school's mission, the goals of school librarians' curriculum and teaching evolves from the needs of administrators and classroom teachers. In the 21st-century, these needs are framed by standards such as Common Core State Standards (CCSS). School librarians also have the American Association of School Librarians (AASL) "Standards for the 21st-Century Learner" that serves as a guide for information literacy standards that correlate easily to the CCSS. The task of aligning the library program with standards initiatives is essential work for 21st-century school librarians. Using this context, how can school librarians best position their work at the core of the academic program? Reading and writing across the curriculum and collaborative literacy teams are central themes of the CCSS. However, most content-area teachers are not taught how to teach reading comprehension during their preservice teacher preparation programs. Many do not think teaching reading (or writing) is or should be their job. This creates a perfect opportunity for a school librarian to practice job-embedded professional development, in which educators learn together in site-based, authentic professional learning opportunities that position school librarians in a leadership role (Yukawa and Harada 2011). Just as athletes "play to their strengths," school librarians can play to their strengths as well. Research shows that the impact of school libraries on student achievement is most evident in the area of reading. Also, library stakeholders, government officials, and the general public already associate libraries with reading. If the question is how school librarians can propel the profession into prominence in the current educational climate, the answer is coteaching reading comprehension strategies. In a collaborative climate focused on literacy improvement, school librarians can serve as teacher leaders as states transition to the CCSS and other literacy initiatives. (Contains 2 figures.) |
| format | Recurso educativo Open Access |
| id | eric_EJ1000884 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2012 |
| record_format | eric |
| spellingShingle | Reading Comprehension at the Core of the Library Program Moreillon, Judi Reading Instruction Teaching Methods Library Services Reading Comprehension Academic Standards Team Teaching Librarian Teacher Cooperation Best Practices Reading Strategies Library Role Content Area Reading Reading Comprehension at the Core of the Library Program Moreillon, Judi Reading Instruction Teaching Methods Library Services Reading Comprehension Academic Standards Team Teaching Librarian Teacher Cooperation Best Practices Reading Strategies Library Role Content Area Reading Just as the mission of the library program evolves from the school's mission, the goals of school librarians' curriculum and teaching evolves from the needs of administrators and classroom teachers. In the 21st-century, these needs are framed by standards such as Common Core State Standards (CCSS). School librarians also have the American Association of School Librarians (AASL) "Standards for the 21st-Century Learner" that serves as a guide for information literacy standards that correlate easily to the CCSS. The task of aligning the library program with standards initiatives is essential work for 21st-century school librarians. Using this context, how can school librarians best position their work at the core of the academic program? Reading and writing across the curriculum and collaborative literacy teams are central themes of the CCSS. However, most content-area teachers are not taught how to teach reading comprehension during their preservice teacher preparation programs. Many do not think teaching reading (or writing) is or should be their job. This creates a perfect opportunity for a school librarian to practice job-embedded professional development, in which educators learn together in site-based, authentic professional learning opportunities that position school librarians in a leadership role (Yukawa and Harada 2011). Just as athletes "play to their strengths," school librarians can play to their strengths as well. Research shows that the impact of school libraries on student achievement is most evident in the area of reading. Also, library stakeholders, government officials, and the general public already associate libraries with reading. If the question is how school librarians can propel the profession into prominence in the current educational climate, the answer is coteaching reading comprehension strategies. In a collaborative climate focused on literacy improvement, school librarians can serve as teacher leaders as states transition to the CCSS and other literacy initiatives. (Contains 2 figures.) |
| title | Reading Comprehension at the Core of the Library Program |
| topic | Reading Instruction Teaching Methods Library Services Reading Comprehension Academic Standards Team Teaching Librarian Teacher Cooperation Best Practices Reading Strategies Library Role Content Area Reading |
| url | https://eric.ed.gov/?id=EJ1000884 |