HelpHowDoIGetStarted_LiteracyLiaison

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 * Help! How Do I Get Started! **
 * Teacher-Librarian Induction**

= = School library programs have a literacy focus that is concerned with developing capabilities in all areas of language learning; viewing and representing, listening and speaking, and reading and writing. School libraries provide texts in many formats, both physical and virtual, to engage students’ learning experiences to improve their literacy proficiency. The teacher-librarian establishes program, both formal and informal, that involve students with learning resources. Activities are planned that foster capabilities in communicating students’ understanding and new ideas. Connections Document, //Ministry of Education//, 2008 =** Teacher-Librarian As A Literacy Liaison **= > ** How Teacher-Librarians Can Engender and Strengthen Literacy ** > (Pilgreen, 2001; Grimes, 2006; & Atwell, 2007) > > ** Build An Inviting Environment ** > “I believe that classroom environments are most effective when they are literate and purposeful, organized and accessible, and, most of all, authentic” (Miller, 2008). > The environment is an important part of encouraging reading. The students need to feel safe, comfortable, and free from criticism and threats. The school library should be a special environment conducive to escaping with a good book, reflecting upon new learnings, and discussing ideas and connections derived from reading. Transform the physical environment, including the lighting, how books are displayed, and the number and types of reading nooks and conversational areas to engender literacy and learning. > Reflect upon the following questions: > > ** Evidence of Learning ** > Prominently display evidence of learning. Student recommendations and responses should be displayed among the books, versus “purchased” charts and bulletin boards. This affirms students’ view that their opinions are worthy. > > ** Organization of Books and Materials ** > To encourage students to select a wider variety of reading materials, ensure that displays have a wide variety of formats – fiction, informational texts, poetry, periodicals, audiobooks, ebooks, etc. Book displays, recommended reads written by students and adults, the juxtaposition of fiction and expository texts, and caddies filled with paper, sticky notes, and writing utensils should be visible.
 * Literacy Liaison **
 * 1) Build An Inviting Environment
 * 2) Promote Reading Though Displays, Events, Storytimes, and Booktalks
 * 3) Model Self-Selection Of Reading Material
 * 4) Suggest Resources For Students To Explore Their Inquiries
 * 5) Uncover Students’ Choices Of Reading Material
 * 6) Offer Multiple Opportunities For Students To Discuss Their Reading
 * 7) Expose Readers To A Wide Variety Of Texts, Varied In Both Genre And Formats, And With a Strong Correlation to Curricula
 * 8) Share With Students The Comprehension Strategies Proficient Readers Use To Become Actively Engaged In Making Meaning
 * 9) Develop Other Literacies, Including Visual And Media Literacies
 * 10) Read Voraciously! Teacher-librarians Must, First Of All, Be Readers Themselves.
 * What do you believe about a teaching and learning environment?
 * How does your learning environment reflect your beliefs?

> ** Room Arrangement ** > Defined with reading rugs or furniture arrangements, plants, natural or soft lighting, and books in tubs, areas of the library should be set aside for reading nooks with comfortable seating and meeting areas configured to facilitate conversation. > > ** Passion of reading is evident by students and staff ** > ** To engender literacy, one must showcase that reading is worthwhile and enjoyable. ** > > =** Promote Reading **= > **Reading Promotion ** > > ** Book Awards ** >> - American >> - Canadian >> - Saskatchewan > > ** Booktalks ** >> >> - Jog The Web > > ** BookClubs ** >> > > =** Be Eventful **= > Attract patrons by selecting an engaging theme that offers broad possibilities for developing students' conceptual understanding in concert with building reading skills. An effective theme offers varied opportunities for inquiry, the incorporation of quality literature, and the ability to build connections and skills such as finding evidence from text, predicting, and inferring. > To create an effective theme: >> * Select a theme rich in possibilities for interdisciplinary connections >> * Identify literacy outcomes >> * Design learning activities >> * Furnish the library accordingly > **Calendar of Events ** > > **Reading Theme and Programs** > > ** Author Visits ** >> The Saskatchewan Writers’ Guild offers an array of programs that raise awareness of Saskatchewan and Canadian writers, including their //Readings and School Visits Program//. Investigate before inviting an author to speak. Some excellent writers are not competent speakers. Before contracting an author or agent, ask for referrals, and check references to find out how well the author relates to the intended audiences. >> Online author chats are another option. >> * Skype an Author features virtual author chats using a free online conferencing tool. >> * Classroom Connect features several author chats each month. >> * The Read In Foundation hosts an annual //Read In!// chat with a number of authors. Each author chats for a half hour, and related activities are available. >> * Scholastic features authors for upcoming chats.

** Model Book Selection Strategies **
> **Browsing, Previewing, and Selecting ** > **@Book Suitability**

** Offer Multiple Opportunities For Students To Discuss Their Reading **
> **Shelf Talkers** > **Book Trailers** >> * Student Created Book Trailer > **Online Reviews** >> * Amazon > **Virtual Library Shelves** >> * GoodReads >> * MyLibrary >> * Shelfari > **Online Book Clubs** >> * Booksprouts > **Online Discussions** >> * Ed.VoiceThread

** Model The Comprehension Strategies **
> Comprehension Strategies >

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