The Magic of Student Empowerment Barbara Stripling Senior Associate Dean and Assistant Professor School of Information Studies Syracuse University
“I’m an expert!”
How do we achieve that empowerment in our middle schools?
Student Empowerment
Goal: Empower EVERY Child The Empowerment Movement “And three people do it, three, can you imagine, three people walking in singin’ a bar of Alice’s Restaurant and walking out. They may think it’s an organization. And can you, can you imagine fifty people a day, I said fifty people a day walking in singin’ a bar of Alice’s Restaurant and walking out. And friends, they may think it’s a movement.”
Why should your school librarian be leading this student empowerment movement?
Characteristics of Student Empowerment Challenge Choice (Purpose and Control) Exportable Expertise Confidence/Competence Voice/Socializing
How does the library support student empowerment through inquiry?
New York State K-12 Social Studies Framework
Connect Connect to self, previous knowledge Gain background and context,
Wonder Develop questions Wonder
Investigate Find and evaluate information to answer questions, test hypotheses Think about information to illuminate new questions and hypotheses
Construct Construct new understandings connected to previous knowledge Draw conclusions about questions and hypotheses
Express Express new ideas to share learning with others Apply new understandings to a new context, new situation
Reflect on own learning Reflect Ask new questions
How does the library support student empowerment through independent reading?
What is an independent reader?
Independent Readers Confidences Readers Need Cognitive Confidence Allows students to... Comprehend text Monitor their understanding Determine meaning of words Read with fluency Social and Emotional Confidence Allows students to... Be willing and active participants in a community of readers Read for enjoyment and information Have a positive attitude toward reading and other readers Text Confidence Allows students to... Develop the stamina to continue reading difficult texts Find authors and genres that interest them Kylene Beers. When Kids Can’t Read: What Teachers Can Do.
What is the quality of the reading experience we want our students to have every day?
How can we make reading less schoolish?
“Schoolish” Reading
Why do students read? Immediate purpose Connected to personal interest or passion Helps them shape own identity Enables them to confront cultural, social, and emotional issues
Characteristics of Student Empowerment Challenge Choice (Purpose and Control) Exportable Expertise Confidence/Competence Voice/Socializing
Challenge Students want to understand something in great depth (favorite authors, favorite genres, mixture of print, online, conversation) Challenges are more attractive if related to previous areas of interest School experiences are not sufficiently challenging Need appropriate level of challenge: Books should “give you something to chew on. Be tough, but not too much.”
Choice: Purpose and Control Independent reading usually has very clear purpose, under control of reader Purpose often revolves around simple questions or problems for which there are complex answers Students want choice so they can control the knowledge they acquire, pursue their own interests Choice allows students to choose themselves and consciously mark their identity
Exportable Expertise I’d rather be real good at something than have a little bit of knowledge about a lot of stuff. Read to......Figure things out...Fix things...Make things...Take action
Confidence/Competence Desire to enter reading community of competence; reluctance to participate if don’t feel competent If teacher/librarian shows even a little recognition of students’ interest/competence area, students will do work for that teacher Will voluntarily read in areas where already competent (e.g., video games) Need to bring interests and expertise from outside the school to the table
Voice/Socializing Students want to be able to express themselves in ways that show their identity, share their opinions Students want to find own voice, have opportunities to express it Students like to read so they can share Relationship with caring adult who values them as individuals – critical factor in developing identity
How can principals and school librarians collaborate to build a culture of inquiry and independent reading?
Foster and support inquiry-based teaching and learning throughout the curriculum Balance scholastic achievement with joy of independent inquiry and reading Celebrate independent reading as individual inquiry Leadership in Student Empowerment through Inquiry and Independent Reading
Commitment of whole school Caring relationships Collaboration
Barbara Stripling