Standard 2.1 Literature: Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.
“Children read to learn--even when they are reading fantasy, nonsense, light verse, comics or the copy on cereal packets, they are expanding their minds all the time, enlarging their vocabulary, making discoveries: it is all new to them.” -Joan Aiken. The most important concept that I learned during my School Library Media program is that reading is reading. Often I have heard my coworkers telling students to put away magazines and get out a book. I instead encourage at-risk learners to read magazines and comics as a way to motivate them to read. As the school librarian, it is fundamental that I familiarize myself with a broad range of children’s, young adult and professional literature in multiple formats. Having a well-rounded knowledge of literature will help me assist students in reading for information, reading for pleasure and reading for lifelong learning in order for them to become self-motivated readers.
In order to demonstrate self-motivation, students first need access to quality print and non-print reference materials. Most of what we read as adults is nonfiction. I find that the curriculum is rich in teaching students how to navigate through fiction texts; however I know that as a teacher I am not always sure how to incorporate nonfiction into the curriculum. Selecting databases such as Grolier, Books in Print and Gale Literature help support students of different ages and abilities through the encyclopedia and other texts. For my Children’s Literature class, I completed an independent study project on nonfiction for elementary students. My goal was to locate the best of the best in ways of nonfiction. To create my quick reference guide, I read the newest editions of the Horn Book Guide and Booklist. I examined titles from the 2009 ALSC Notable Children’s Books, Coretta Scott King and Pura Belpré, Sibert, and the NCTE Orbis Pictus. I also looked for books that had outstanding research notes, illustrations, writing, page layout, and books that were fun to read aloud. I then linked the text to the Maryland Voluntary State Curriculum and included ideas on how the teacher could incorporate quality nonfiction texts into the classroom.
Providing quality literature for the classroom is only the start in creating self-motivated readers. In order to introduce students to the pleasure of reading, they first need books that are relatable and interesting to them. For young adult literature, YALSA’s Quick Pick list, Perfect 10, and Teen Top Ten list all offer a variety of books for reluctant readers. The books I have studied are all categorized as notable books for children and young adults. While these notable books are definitely high-interest and relatable to many students, they do not necessarily create life-long learners out of ELL students. Books that I am not familiar with are those in another language. Students should have access to books in their native language to enjoy for pleasure reading. My school community has a large English Language Learners (ELL) population. Often books on their reading level do not match their interest level. I realize now that it is not enough to only have high interest-low level books available.
Teaching students to read for pleasure leads to lifelong learning. Using quality selection tools allows the school librarian to choose materials that are best suited for the school community. A librarian accomplishes this by suggesting to students an author with a similar writing style, or books in the same genre. The school library has a huge volume of books available to students, which can sometimes be overwhelming. It is vital for the school librarian to know his or her students in order to guide children to books of interest.
Aside from being a collaborative partner with teachers, promoting literature is one of the most important functions as the school librarian. Students experience a different relationship with the school librarian than with their teachers because they are not being graded. Media is the one place where students should feel the freedom to discover who they are. Not only is it imperative for the school librarian to promote multiple forms of literature to students, but also to the teachers. Encouraging students to love reading to for information, for pleasure and for lifelong learning will create active and curious minds.
In order to demonstrate self-motivation, students first need access to quality print and non-print reference materials. Most of what we read as adults is nonfiction. I find that the curriculum is rich in teaching students how to navigate through fiction texts; however I know that as a teacher I am not always sure how to incorporate nonfiction into the curriculum. Selecting databases such as Grolier, Books in Print and Gale Literature help support students of different ages and abilities through the encyclopedia and other texts. For my Children’s Literature class, I completed an independent study project on nonfiction for elementary students. My goal was to locate the best of the best in ways of nonfiction. To create my quick reference guide, I read the newest editions of the Horn Book Guide and Booklist. I examined titles from the 2009 ALSC Notable Children’s Books, Coretta Scott King and Pura Belpré, Sibert, and the NCTE Orbis Pictus. I also looked for books that had outstanding research notes, illustrations, writing, page layout, and books that were fun to read aloud. I then linked the text to the Maryland Voluntary State Curriculum and included ideas on how the teacher could incorporate quality nonfiction texts into the classroom.
Providing quality literature for the classroom is only the start in creating self-motivated readers. In order to introduce students to the pleasure of reading, they first need books that are relatable and interesting to them. For young adult literature, YALSA’s Quick Pick list, Perfect 10, and Teen Top Ten list all offer a variety of books for reluctant readers. The books I have studied are all categorized as notable books for children and young adults. While these notable books are definitely high-interest and relatable to many students, they do not necessarily create life-long learners out of ELL students. Books that I am not familiar with are those in another language. Students should have access to books in their native language to enjoy for pleasure reading. My school community has a large English Language Learners (ELL) population. Often books on their reading level do not match their interest level. I realize now that it is not enough to only have high interest-low level books available.
Teaching students to read for pleasure leads to lifelong learning. Using quality selection tools allows the school librarian to choose materials that are best suited for the school community. A librarian accomplishes this by suggesting to students an author with a similar writing style, or books in the same genre. The school library has a huge volume of books available to students, which can sometimes be overwhelming. It is vital for the school librarian to know his or her students in order to guide children to books of interest.
Aside from being a collaborative partner with teachers, promoting literature is one of the most important functions as the school librarian. Students experience a different relationship with the school librarian than with their teachers because they are not being graded. Media is the one place where students should feel the freedom to discover who they are. Not only is it imperative for the school librarian to promote multiple forms of literature to students, but also to the teachers. Encouraging students to love reading to for information, for pleasure and for lifelong learning will create active and curious minds.