Learning Log Prompt Module 3
Supporting learners through the library cultivating life long reader habits
Introduction;
I decided after reading module one to give Powtoon Education a try as I had never heard of this video creator and wished to take this opportunity to have tried it so I could suggest it to classroom teachers and make meaningful learning connections with this multi mode tool. I received 3 days free and after watching the tutorial, gave it a go. As I progressed ,I was a little confused as my character choice at the beginning now said Pro half way through which costs money but I was not hyperlinked to pay so I continued. I appreciated how you could add music,props and different backgrounds as will as the timing feature on the movements of charters as well as the common open copyright photographs . I feel this would be worth the money at 4$ a student for middle year students because its fun to create and more interactive then slides(Powerpoints) without the complexities of filming a video and uploading it. I could not embed in blogger so submitted Powtoon video addressing this dilemma as a TL; of censorship and advocating for free reading choice material in this Powtoon.
While addressing this dilemma, where a student is told by his mom to read a particular level of book and type-chapter books; I decided in order of importance as a TL; I would first speak with the student to address any feelings of inadequacy,then caregivers/parents and classroom teacher and administration assuming that as a school our policy was voluntary choice for daily Silent Sustained Reading. I know in our school it is their free choice. I felt that it was important to listen and acknowledge the parents concern behind the request and provide information and strategies such as a preview short stack to back up my stand on not leveling books. Having evidence backed research promoting free choice available if requested is essential too for example : School Library Journal; Thinking outside the bin why labeling books by reading level dis empowers young readers;Parrott,2017 and.leveled-reading-groups-dont-work-why-arent-we-talking-about-it by Karen Vaites. After addressing the parent, I would ensure support and advocacy from the students classroom teacher(s) and relate my interactions with the principal so if needed admin can back me up and provide any evidence of the benefits of voluntary reading choice. As well, If not already done so I would create a policy stating our whole schools agreement on non leveling and make it available to all stakeholders online and via SLLC website. I noted our school does not have one and I looked for policy statements at BCTLA and CSL and could not find any. I would be interested to know if other schools have a policy concerning leveled books?
Whole school support is key to a climate and culture of acceptance that each student is on their own unique life long reading journey in developing their own sense of reader advocacy of what they enjoy to read (self-determination) TL's can facilitate this through scaffolding and modeling the development of criteria used to independently self select. (click on blog here for bookmatch criteria and more.)
Their background prior knowledge/content knowledge is a big factor in their reading comprehension therefore key when selecting. Getting to know students particular knowledge strengths and level of interests will be a springboard for selections that they are motivated to read.
Criteria being as guide to self select which TL can model include:(Parrott, 2017)
Book length,Ordinary language, organization, Knowledge prior to book, Manageable text, appeal to genre, topic appropriateness, considering personal preferences, High Interest(BOOKMATCH)
TL's can through a reader advisory and observation ask pertinent questions in mentoring students in their own sense of themselves as capable in selecting and fostering an excitement in what they are/have read and ensuring their opinions are valued. Through a trusting relationship students will share more personal details and enable the TL to make meaningful reading connections.Their views then can be encouraged to be shared with peers through formal book-talks/reports and peer reading networking formed with encouraging informal conversations that develop life long reading habits. Some questions TL's can ask are: What was the last book you read that you really liked? why? genre? author? What are you most interested in? Encourage deep reading to make emotional connections with students through literary fiction and poems but all forms are an avenue to love of reading including graphic novels and read aloud in person and audio e books so considering which format will best suit their needs best is essential.
The short stack suggestions(like in this dilemma) could include some Hi-Lo chapter books readingrockets hi-lo books as well as quality magazines(Owl, National Geographic for example) and use of e books such as tumblebooks. One suggestion for this dilemma is; Mary Pope Osborne chapter books for ages 6-9; Dark Days in the Deep Sea. because of his interest in sharks.
I liked the idea of writing down the title of extra books to be read later that were chosen in a list called, Books I want to read: and giving the student ownership over his own reading identity while modelling selection criteria.
These quotes summed up for me the key role a TL has in creating a reader identity and therefore promoting life long readers who are excited to keep reading.
The key is more choice, not less, Carter believes. “Let them take out a lot of books so that somewhere in that pile they find something that satisfies them,” she says. “But we have to keep that process going….When they come into the library the next time, talk about their choices: what worked; what didn’t. They have to learn their own processes for selecting books, and if we keep narrowing the choices by artificial constraints, we aren’t giving them that chance.
Betty Carter, professor emerita of children’s and young adult literature at Texas Woman’s University, noted in a July 2000 SLJ article
“While children are learning the skills of reading, they must also develop a positive reading identity or they will not become lifelong readers,” she says. “Removing, defining, limiting, or rejecting children’s reading choices disempowers them and creates negative attitudes toward reading—and most likely, school.”(Parrott,2017)
In summary; forming a relationship with students is essential in order to best facilitate their internal motivation for reading by allowing them to express their preferences and valuing their input.By facilitating enjoyable reading opens the door to expressing themselves in a multi modes; writing, speaking and developing critical thinking skills then combing modes trans literacy such as digital,visual and physical literacy.
Ultimately, the goal is for all students to view themselves as pleasure readers for life who are empowered by their own reading identity and who also share their opinions and views freely in their reading journey with others creating reading mentors and a reading network. I appreciated Karen Vaites blog as well as an evidence based article advocating against leveled reading groups and book marked it for future use. Creating school policies around non leveled reading with consultation from the SLLC Advisory committee with the TL as lead would set a framework for the school.We as TL's have a choice on how we view reading as the leaders in multi literacy so I feel its vital that we are clear where we stand and be able to articulate it well and back it up while listening to your stakeholders views and concerns always remembering that as a TL we also model this!
References: APA
Miller, D., & Kelley, S. (2013). Reading in the wild : The book whisperer's keys to cultivating lifelong reading habits. ProQuest Ebook Central https://ebookcentral.proquest.com
Krashen, S. (May 1, 2018). The conduit hypothesis. Language Magazine. Retrieved from: https://www.languagemagazine.com/2018/05/01/the-conduit-hypothesis/
Lillard, A.S. Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform. Educ Psychol Rev 31, 939–965 (2019). https://doi.org/10.1007/s10648-019-09483-3
.Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Ottawa: ON (p.17) see Fostering Literacies to Empower Life-Long Learners