My overarching aim as a teacher librarian is
My overarching aim as a teacher librarian is always to inspire and build engaged communities of readers and there is a great body of research which firmly establishes the vital role that books and story play in academic, social and emotional development.
In an age where headlines scream of toxic masculinity, the role of ‘the mother’, sexual orientation and increasing violence linked to religious intolerance…I believe that if more boys were reading stories with girls in them, if more girls were reading stories with boys in them, if we were all reading more stories of diversity…we would see more kindness, compassion, empathy and understanding in our young people. Books take us out of our bubble and allow a glance into the lives of others.
Your Kids Next Read FB group: 8. 7 K members Children’s Books Daily FB page: 17 K ‘likes’ Children’s Books Daily Insta: 13. 1 K followers Raising Readers has sold 5, 500 print copies, and over 1, 000 e. Book copies Raising Readers was featured in 50 media publications (April – June) Raising Readers was reprinted within the first six months of publication
“a research base remains the most important foundation for best practice if we want to avoid the errors of subjectivity, and if we want to mount a strong argument for reading engagement with school administrators and the broader community” Merga, 2019.
§ Pressure of study, extracurricular pursuits, social gatherings and online – how to balance? § Primary school reading is structured and parents are involved – how to stay involved once young people have ‘achieved reading’? § Social Media - curating social media feeds to include authors and books. § Scheduled lives – and scheduling reading in the mix. § Multi-tasking – sustained concentration…mindful reading? § Set texts v recreational reading – how can we maintain both?
§ “because I actually want to be Hermione Granger and the Harry Potter characters are in my head all the time and sometimes I talk to them like I talk to my friends or I think about what one the characters might do in a situation. ” § “Because my parents make me. ” § “I know it will help me with my English marks. ” § “It helps me to learn about the world – like if I travel with my family I can read about the place before I go in books. ” § “when no one will talk to me at lunchtime, I just go and read a book and I forget school. ” § “sometimes I like to forget how stressed I am and I read fantasy books because they make my mind fly somewhere else. ” § “some of my best ideas for art projects have come from all the Magic Faraway Tree books I read when I was little and I really like to read books that describe magical things and then try and make those magical things…even like food. ” § “I just like it? Is that an answer? ” § “I don’t know why I read. I’ve just always had to read before I go to sleep at night so I guess I just kind of do it? Like I brush my teeth too and I don’t’ know why I do that everyday? ”
§ TL’s add value to the academic, social and emotional learning of our tweens and teens so… § Pivot where you’re at now – look at your role as both academic and pastoral § Help readers to find the balance § Connect and converse § Have expectations - PE teachers talk training…so can TL’s
§ Personal reading development of teachers § Holiday reading § Book clubs § Work alongside teachers to embed reading in meaningful ways through suggesting set texts with contemporary issues § Authors visits as PD for teachers…not non contact time
§ Girl Zone Book Club § Techmates § Grandparents Day/Open Day § Earth Angels § The Living Room § Social Media § Read Like a Girl § Kindy Parent Talks (over)…
In all levels of primary school & for all reading stages Readers § Teaching tools Library Books § Recreational reading § High frequency words § Self-selected § Simple sentences § Complex interplay between text & images § Predictable storylines § Images extend the text § Pictures to help decode text § Sophisticated language § Levelled system § Require discussion and deep/critical thinking
§ https: //www. openingthebook. com/resources/audience-development § http: //www. curriculum. edu. au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Y oung_Australians. pdf § https: //natlib. govt. nz/schools/reading-engagement/understanding-reading-engagement § Merga, M. (2019). Reading Engagement for Tweens and Teens. California: Libraries Unlimited. § Queensland Teachers Union. (2018). QTU member survey on NAPLAN and My. School. Brisbane, Australia: Queensland Teachers Union. Retrieved: https: //www. qtu. asn. au/application/files/1415/3378/6975/QTU_member_survey_on_NAPLAN_and_My. Sc hool_2018_-_Report_. pdf § Wyatt-Smith, C. , & Jackson, C. (2016). NAPLAN data on writing: A picture of accelerating negative change. Australian Journal of Language and Literacy, 39(3), 233– 244.
- Slides: 19