Curriculum Connections: Chapter 3

This chapter was about literacy learning in the elementary school and the implications for teacher librarians. Instead of the more traditional view of literacy as solely being the ability to write, the author takes a more constructivist approach in that active learners do not acquire knowledge, but rather construct knowledge.

There are certain best practices in children to read and write. They include:

• Children need time to do a lot of reading. Access to time for free voluntary reading is paramount, but often is not built into the school day. Without that time built into the day, it falls onto the home, but life is increasingly busy there as well.
  
• Children need access to a variety of books. Teachers and teacher librarians need to provide children with many different kinds of reading materials, both traditional ones and less traditional ones.
  
• Children need adult supporters. Children need help in finding books that they might otherwise not find. This is one of the primary roles for teacher librarians.
  
• Children need authentic literacy experiences. The type of reading that students conduct should relate to real-world experiences.

In addition, the teacher librarian should be perceived as a literacy leader and should be responsible for:

• Creating and sustaining the reading environment. What is the setting for reading? What does your library look like. Also, what are the perceived "sets" for the reading to take place? What are the mental and emotional attitudes involved?
  
• Fostering children's reading. Children need a wide variety of books both at their level and at other levels. Also, TLs need to be totally involved in the reading circle (select, read, respond).
  
• Collaborating with classroom teachers to support reading and writing. How can you extend what the teacher does to the library and how can you extend what you do to the classroom? One way is book talks.
  
• Working with parents and families. Make sure to include parents in library program activities. Encourage parents to visit the library and allow for parent check-outs.

Importantly, the teacher librarian must know what current research says about literacy learning and how that research can be applied to practice.

Related Articles
Waskie, N. (2009, April). ABC Literacy Storytimes: Storytimes to Promote Literacy & Learning. School Library Journal, 55(4), 155-155. Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Adamson, P., Adamson, B., Clausen-Grace, N., Eames, A., Einarson, C., Goff, J., et al. (2008, October 2). Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. School Library Journal, 54, 78-78. Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.