Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers."
Elements
2.1 Literature
2.2 Reading promotion
2.3 Respect for diversity
2.4 Literacy strategies
2.1 Literature
2.2 Reading promotion
2.3 Respect for diversity
2.4 Literacy strategies
Reflection:
Reading is one of my favorite past times and probably the biggest reason that I chose to pursue this degree. That being said, it breaks my heart when I see students who do not enjoy reading. I make it my personal mission to match them with the book that makes them fall in love with reading. This can often be a difficult task, especially when I find that most students do not know what they enjoy reading. Their favorite quote is "I want to read something interesting." My response is always "Interesting to who? What I find interesting might bore you. Let's talk more." The activities that I completed for this standard show that I am able to promote reading and literature with all students.
The reading enrichment unit that I created and taught for this practicum experience is a testament to my mastery of this standard in that I was able to introduce students to a wide range of literature, model personal enjoyment of reading, provide diverse materials, and use strategies to help students make meaning from a text.
It is my firm belief that reading is of paramount importance when developing lifelong learning habits among learners. As a library media specialist, I see myself as leading the charge for literacy in my school and community. Daily, I strive to promote reading for learning, personal growth, and enjoyment with my students and teachers. Staying abreast of trends in reading is integral when engaging readers. When I created a book trailer for an award-winning popular title, I demonstrated my ability to take current trends and promote reading in accordance with Standard 2 of the ALA/AASL Standards for Initial Preparation of School Librarians (2010).
Reading is one of my favorite past times and probably the biggest reason that I chose to pursue this degree. That being said, it breaks my heart when I see students who do not enjoy reading. I make it my personal mission to match them with the book that makes them fall in love with reading. This can often be a difficult task, especially when I find that most students do not know what they enjoy reading. Their favorite quote is "I want to read something interesting." My response is always "Interesting to who? What I find interesting might bore you. Let's talk more." The activities that I completed for this standard show that I am able to promote reading and literature with all students.
The reading enrichment unit that I created and taught for this practicum experience is a testament to my mastery of this standard in that I was able to introduce students to a wide range of literature, model personal enjoyment of reading, provide diverse materials, and use strategies to help students make meaning from a text.
It is my firm belief that reading is of paramount importance when developing lifelong learning habits among learners. As a library media specialist, I see myself as leading the charge for literacy in my school and community. Daily, I strive to promote reading for learning, personal growth, and enjoyment with my students and teachers. Staying abreast of trends in reading is integral when engaging readers. When I created a book trailer for an award-winning popular title, I demonstrated my ability to take current trends and promote reading in accordance with Standard 2 of the ALA/AASL Standards for Initial Preparation of School Librarians (2010).
Reading Enrichment Unit (Task 1).
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Since reading is so dear to my heart, I found creating this unit to be my favorite task during this practicum. One of the roles of a library media specialist is to model and encourage reading within the learning community. This task allowed me to talk about my personal reading with students, encourage them to do the same, and provide outlets for team work and creative expression. For this unit, I worked with a group of Ninth Grade Literature and Composition students who have library rotation with me on Mondays, Wednesdays, and Fridays.
For my first lesson, I did a brief overview of what banning and censorship are with the students. I used information from the ALA to tailor my presentation and talked about how many banned books are diverse which is a form of discrimination. I then did a book talk with my students about a banned book and allowed them time to check out books from our Banned Books Week display. The students took an interest in the concepts of banned books immediately; it was shocking to them that people would actually take action to keep others from reading books in any organized way.
During the second lesson, students engaged in a digital breakout on banned books. I found the resources for this on the Chapin High School Library website, but created my own answer key and reflection. These students have participated in digital breakouts before, so they were excited to do so again. I enjoyed hearing their group conversations about the breakout process and banned books. They used critical thinking skills and showed understanding of banning and censorship.
The last lesson involved a nonfiction text and blackout poetry session. In order to ensure that students engaged in ethical use, they read and discussed an article that detailed how blackout poetry is art, rather than an intellectual freedom infringement. I find that most students do not enjoy reading poetry, but I saw this as an opportunity to get them interested in it by creating their own using banned texts. They were initially hesitant, but really excelled with their end products.
Overall, this unit was a success. The students were motivated to read and interested in the content. If I were to teach this unit again in the future, I would like to allow students to do their own book talks via a video Web 2.0 tool like Flipgrid. I want to extend their reading practice from that of consumption to analysis of a text via talking about their reading.
This artifact supports elements 2.1, 2.2, 2.3, and 2.4.
For my first lesson, I did a brief overview of what banning and censorship are with the students. I used information from the ALA to tailor my presentation and talked about how many banned books are diverse which is a form of discrimination. I then did a book talk with my students about a banned book and allowed them time to check out books from our Banned Books Week display. The students took an interest in the concepts of banned books immediately; it was shocking to them that people would actually take action to keep others from reading books in any organized way.
During the second lesson, students engaged in a digital breakout on banned books. I found the resources for this on the Chapin High School Library website, but created my own answer key and reflection. These students have participated in digital breakouts before, so they were excited to do so again. I enjoyed hearing their group conversations about the breakout process and banned books. They used critical thinking skills and showed understanding of banning and censorship.
The last lesson involved a nonfiction text and blackout poetry session. In order to ensure that students engaged in ethical use, they read and discussed an article that detailed how blackout poetry is art, rather than an intellectual freedom infringement. I find that most students do not enjoy reading poetry, but I saw this as an opportunity to get them interested in it by creating their own using banned texts. They were initially hesitant, but really excelled with their end products.
Overall, this unit was a success. The students were motivated to read and interested in the content. If I were to teach this unit again in the future, I would like to allow students to do their own book talks via a video Web 2.0 tool like Flipgrid. I want to extend their reading practice from that of consumption to analysis of a text via talking about their reading.
This artifact supports elements 2.1, 2.2, 2.3, and 2.4.
Book Trailer.
The book trailer that I completed as a requirement for FRIT 7233 demonstrates my ability to promote independent reading. Creating this book trailer was an opportunity for me to garner interest in reading from students. This activity was one of the most interesting ones that I have completed in this program because it is a skill that I am still using in my practice to promote reading in my school. This artifact supports elements 2.1, 2.2, and 2.3.