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Being a Media Specialist in a Literacy Lab World

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Presentation on theme: "Being a Media Specialist in a Literacy Lab World"— Presentation transcript:

1 Being a Media Specialist in a Literacy Lab World
Susan Keller Tracy McAllister Welcome to our workshop!

2 How Literacy Lab Started
National Assessment of Educational Progress K-4 Reading Good job teaching children to read 5-8 Reading Amount of independent reading fell dramatically “Nothing Good To Read” The National Assesment of Educational Progress revealed that K-4 we were doing a great job of teaching children how to read. However, this same assesment showed a dramatic drop off in independent reading during the adolescent years. Although children could read, they were choosing not to. I'm sure many of you have heard this statement from your middle schoolers, "There is nothing good to read".

3 Adolescent Readers Need…
Access to large amounts of rich text School Libraries Classroom Libraries Students with access to classroom libraries read 50% more than students without access After this report was published, research into mid level reading proved these key points. Adolescent readers need access to large amounts of rich te xt. Of course we know traditionally this need was met through the school library. However, classroom libraries were beginning to be implemented and researched. The research here indicates that students with access to classroom libraries read 50% more than students without access.

4 Adolescent Readers Need…
Large blocks of un-interrupted reading time Students who read 30 minutes per day score significantly higher on standardized testing Adolescents also need large b locks of uninterrupted reading time. Students who read 30 minutes per day score significantly higher on standardized t esting.

5 Adolescent Readers Need…
Empowered Adolescents want to be in control of their choices Free choice of self- selected text Educated Choice Authors Titles Genre Series Critical Readers Is this a good book? What makes this book good or bad? Students in the middle grades want to be in control. They want to feel empowered and in control of their decisions. By giving them free choice in their reading material they are more likely to read. You and I know given the chance to read a book of your choice, or reading an assigned book which one we would choose. However, students need to be educated to make wise desicions. So we teach them about authors, titles, genre, and books in a series. Lastly, adolescent readers need to be critical . THey need to be able to decide if a book is good or not .

6 Smart Step Literacy Lab Classroom Project
In 2001, the Arkansas Department of Education created an intensive program of teacher staff development to address mid-level literacy in the state of Arkansas. 3 Year Program Year 1 - Reading Year 2 – Writing Year 3 – Lab School In 2001, the Arkansas Department of education created an intensive program of teacher in service to address Mid Level Literacy in the state of Arkansas. The Smart Step Literacy Lab classroom Project is a three year program with year being dedicated to reading, year two to writing and then by the third year, teachers in the program are expected to let other teachers visit their classrooms to observe the reading and writing workshop.

7 Smart Step Literacy Lab Classroom Project
Widely researched program based on Best Teaching Practices Harding University Ken Stamatis Professor at Harding University Since 2001, almost 1500 teachers have participated in the training The Smart Step Literacy Lab Classroom Project is a widely researched program of Best Teaching Practices that incorporates a reading and writing workshop approach to literacy. The training is held at Harding University with Mr. K en Stamatis as the program facilitator. Thus far, the number of teachers who have gone through the training stands at and counting.

8 Greenbrier Middle School
GMS became part of the “Alpha” group Support Dialogue Changes Team spirit Student benefit Best practices Until this year, we worked together in the Greenbrier Middle School. Susan was the Media Specialist and I was a literacy teacher. Greenbrier was very lucky and became one of the first schools to be admitted into the program. We worked together as a team that supported each other. The program caused us to have more dialogue probably than before about how we could work together. Of course there were changes to be made but we kept up our team spirit an dsaw the benefits for the students and found a way to implement these Best Practices. ( This is where I would like for you to really jump in and talk about your feelings when the program started. BE HONEST!! I know there were aprehensions maybe but talk about them. They need to hear that maybe they weren’t alone.)

9 “I was country, when country wasn’t cool”…
Media Specialists blazed the path Dr. Jodi Charter Feel free to sing a long at any time! I firmly believe that Media Specialists have blazed this path that we see the reading teachers walking. I can remember calling Dr. Charter and telling her about what was going on and how it was “Just like a lot of the things” she had taught us to do in librarianship.

10 Be Proactive, Not Reactive
YOU are a valuable and knowledgeable member of the Literacy Team Ask when the Literacy Teachers are meeting Listen to their needs Support their curriculum through the library Showcase author’s books Feature specified genre Booktalks, Booktalks, Booktalks!! I know for some of you, you may have come today with mixed feelings about this program. So I hope you will leave today more informed so that we can all be more proactive and less reactive. Please know, You are a valuable and knowledgeable member of your school’s literacy team. Go ahead and ask when they are having team meetings and be there. Listen to their needs. They are plentiful I assure you! Ask them about their curriculum. If you know which author’s they are studying then showcase them in your library with book jackets, a bulletin board, or display table. If they are discussing a specific genre, then show the kids where those books can be found in the library. Something as simple as a folded sheet of paper over a book that says ‘Science Fiction” would be helpful. And as you know, book talks book talks book talks! It amazes me how a student will take a book just because you recommend it. Remember, they don’t think there is anything good to read, so we show them.

11 Share Your Expertise Purchasing catalogs Book inventory
Circulation system Organization Book repair Weeding Maintaining a manageable classroom collection Quality over quantity…bigger isn’t better! Purchasing catalogs Listening centers Books on tape High Interest/Low Level Paperbacks The literacy teachers need our expertise in organizing those libraries. If you have been to some of them lately you know what I’m talking about. No rhyme or reason. They are looking for ways to circulate the books and make sure they are returned. They need help on how to repair books, weeding their inventory to assure quality. They need to know that it is ok to weed the ones that are not circulating. Help them understand that quality if better than quantity. Bigger isn’t always better.

12 Let the Library be Reading Central
Create an inviting reading atmosphere Throw rugs and small pillows Colorful fun tri-folds on tables Authors Genre Titles Mobiles Please look through your packet for sample lesson ideas. Let the library be reading central. Take a good look at your library. Does it evoke a friendly place where books and kids are wanted? Does it say to a student, “the Library is the best place to find a great read”? If not, then here are a few ideas. Create an inviting reading atmosphere. Brightly colored throw rugs and small pillows in a special reading area is a quick fix. Don’t have room for that? Then how about making stand up trifolds that advertise books, author, and genre are an idea. Get your kids to make them! Mobiles also lend an air of fun. Hang author’s pictures from the ceiling. You can find these in the scholastic book orders, usually in the front cover.

13 Funding Classroom Libraries
It is not now, nor has it ever been, the intent of the Smart Step Literacy Lab Classroom Project to replace or do away with the school library. According to literacy lab philosophy, the library media center is the hub of the school. Classroom libraries are intended to compliment, not compete with media centers. School Districts should never funnel library funding into the classroom libraries. I cannot think of any other way to say what’s up here than to just say it… Susan has created a list of ways to fund the classroom libraries in your packet.

14 Funding Classroom Libraries
Mentoring new literacy lab teachers in finding funding for classroom libraries is a great way to create collaboration: Scholastic Book Clubs Bonus Points Look for the big bonus point months 22X’s Adopt-A- Book Read-A-Thon Corporate sponsors Be creative If your principal starts to nibble on yours then help him see that the libraries don’t compete, but compliment. Help him see the other avenues of revenue so as not to take yours.

15 Library Gold by Jason Whitaker
A name destined for the record books. He’s the fastest twelve year old in the state And some say he’s headed for Olympic gold, But last week he stood in my library And told me he hated to read. “Books are for girls,” he said, half-serious, And headed for the track.

16 So this morning, in the hallway,
I witnessed a small miracle When Jason, His head buried in a book, Walked directly into a wall.

17 I couldn’t restrain a laugh,
And hearing me he proffered the book by way of explanation, “It’s the one you gave me last week,” he stammered.

18 “I see that,” I answered, And unable to resist I added, “That one must be for boys.” If someday Jason wins the gold I’ll cheer him proud and tall, But I’ll cherish the memory of a boy with a book Who walked into a wall.

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