Literacy and Reading
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 interest of all readers.
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 interest of all readers.
2.1 Literature
Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.
Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.
Description
My annotated children’s bibliography demonstrates that I met Standard 2.1 by showcasing my familiarity with fiction, nonfiction, and picture books. By placing this children’s bibliography on my circulation desk, all learners will be introduced to books that support reading for information, pleasure, or life-long learning.
Analysis
This artifact beautifully promotes a wide range of children’s literature, including books about various medical conditions and abilities/disabilities which many learners experience. Through creating this artifact, I discovered the importance of all learners being able to see themselves represented in the collection. Through creating the Readers’ Advisory Guides—located at the end of the bibliography—I learned the necessity of showing educators how library books can support learners culturally, socially, and through choice of curricula. The books curated on this list are recently published and highly reviewed.
Reflection
I enjoyed reading the children’s books and gaining a deeper familiarity with children’s literature. I learned the importance of writing my annotations on a children’s reading level as that makes the annotations more accessible for learners to read. In the future, I will create a Google slide presentation of the bibliography and post it on my library web page. Learners will be able to access the bibliography at home and find books they would like to check out. I also plan on updating my bibliography with newer and older titles to better meet the needs of my learning community.
My annotated children’s bibliography demonstrates that I met Standard 2.1 by showcasing my familiarity with fiction, nonfiction, and picture books. By placing this children’s bibliography on my circulation desk, all learners will be introduced to books that support reading for information, pleasure, or life-long learning.
Analysis
This artifact beautifully promotes a wide range of children’s literature, including books about various medical conditions and abilities/disabilities which many learners experience. Through creating this artifact, I discovered the importance of all learners being able to see themselves represented in the collection. Through creating the Readers’ Advisory Guides—located at the end of the bibliography—I learned the necessity of showing educators how library books can support learners culturally, socially, and through choice of curricula. The books curated on this list are recently published and highly reviewed.
Reflection
I enjoyed reading the children’s books and gaining a deeper familiarity with children’s literature. I learned the importance of writing my annotations on a children’s reading level as that makes the annotations more accessible for learners to read. In the future, I will create a Google slide presentation of the bibliography and post it on my library web page. Learners will be able to access the bibliography at home and find books they would like to check out. I also plan on updating my bibliography with newer and older titles to better meet the needs of my learning community.
2.2 Reading Promotion
Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.
Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.
Description
I met Standard 2.2 Reading Promotion by creating a book trailer for The Voting Booth by Brandy Colbert. My purpose was to motivate secondary learners to read for enjoyment. This artifact will be uploaded to the school library’s webpage or displayed at a kiosk in the school library.
Analysis
I learned how to create an engaging book trailer for secondary students. With peppy music and scrolling lines of text, I introduce the reader to a light-hearted book which discusses complex issues such as politics, voting practices, discrimination, gang violence, interracial-dating, and the power of protesting. By asking questions and including quotes, I effectively hook the prospective reader into the story. I would like to make a shorter version of this book trailer to better capture the attention of the audience.
Reflection
I think making book trailers is an effective method to introduce learners to literature. I liked the creative aspect of the process which required me to evaluate how various multimedia aspects—images, music, font, colors—could be used to grab the viewer’s attention. I enjoyed thinking about ways to ask questions and quotes to convince the viewer to pick up the book. I want to learn more about how to design creative book trailers, so I can use those ideas to motivate my elementary learners to read for pleasure.
I met Standard 2.2 Reading Promotion by creating a book trailer for The Voting Booth by Brandy Colbert. My purpose was to motivate secondary learners to read for enjoyment. This artifact will be uploaded to the school library’s webpage or displayed at a kiosk in the school library.
Analysis
I learned how to create an engaging book trailer for secondary students. With peppy music and scrolling lines of text, I introduce the reader to a light-hearted book which discusses complex issues such as politics, voting practices, discrimination, gang violence, interracial-dating, and the power of protesting. By asking questions and including quotes, I effectively hook the prospective reader into the story. I would like to make a shorter version of this book trailer to better capture the attention of the audience.
Reflection
I think making book trailers is an effective method to introduce learners to literature. I liked the creative aspect of the process which required me to evaluate how various multimedia aspects—images, music, font, colors—could be used to grab the viewer’s attention. I enjoyed thinking about ways to ask questions and quotes to convince the viewer to pick up the book. I want to learn more about how to design creative book trailers, so I can use those ideas to motivate my elementary learners to read for pleasure.
2.3 Respect for Diversity
Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities.
Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities.
Description
I demonstrated Standard 2.3 through my Young Adult Literature evaluations, which showcases my ability to analyze and promote specific literary works. Using a variety of selection tools and selecting from a wide range of genres, I compiled twenty Young Adult titles that I could recommend to middle school and high school learners to support their diverse needs.
Analysis
I learned how to evaluate a literary work based on my personal reaction, its appeal to young adults, a memorable literary element, the stages of literary appreciation, and the positive and negative aspects of the book. I experienced a wide range of literary genres and discovered that modern Young Adult literature covers a variety of topics including race, gender, poverty, discrimination, violence, and sexuality, which can support learners who are coming to terms with these issues. One weakness is that this list will have to be continually updated to represent newly published titles.
Reflection
Creating this artifact pushed me out of my comfort zone because it introduced me to genres and books that I otherwise would not have read. I came to realize the importance of my being well-read across all literary genres, to connect everyone in my learning community with books they would enjoy. Even though this artifact is most suitable for middle and high school learners, I can apply this lesson to my life as an elementary librarian. I plan on keeping this artifact in case I one day become a secondary librarian.
I demonstrated Standard 2.3 through my Young Adult Literature evaluations, which showcases my ability to analyze and promote specific literary works. Using a variety of selection tools and selecting from a wide range of genres, I compiled twenty Young Adult titles that I could recommend to middle school and high school learners to support their diverse needs.
Analysis
I learned how to evaluate a literary work based on my personal reaction, its appeal to young adults, a memorable literary element, the stages of literary appreciation, and the positive and negative aspects of the book. I experienced a wide range of literary genres and discovered that modern Young Adult literature covers a variety of topics including race, gender, poverty, discrimination, violence, and sexuality, which can support learners who are coming to terms with these issues. One weakness is that this list will have to be continually updated to represent newly published titles.
Reflection
Creating this artifact pushed me out of my comfort zone because it introduced me to genres and books that I otherwise would not have read. I came to realize the importance of my being well-read across all literary genres, to connect everyone in my learning community with books they would enjoy. Even though this artifact is most suitable for middle and high school learners, I can apply this lesson to my life as an elementary librarian. I plan on keeping this artifact in case I one day become a secondary librarian.
2.4 Literacy Strategies
Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text.
Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text.
Description
Standard 2.4 Literary Strategies is met through two lessons—a middle school lesson entitled "Asking Questions for Understanding” and a high school lesson entitled “Synthesizing.” Each lesson was created to support secondary learners in understanding written information. Each lesson includes a description of the strategy, the objectives, the school librarian and educator’s roles, and a plan to assess the degree to which learners implement the strategy.
Analysis
This artifact caused me to think about literacy instruction at the secondary level. It required me to research how a school librarian can support reading comprehension in middle school and high school. To improve this artifact, I would like to gain feedback on these lessons from a secondary educator or school librarian. Although these instructional strategies were created for middle school or high school, I can easily adapt them for my elementary learners.
Reflection
I am thankful for this artifact because it allowed me to consider how I could better support secondary learners. Since most of my experience is with elementary learners, it is vital that I develop tools to support middle school and high school learners. This artifact underscores the importance of supporting readers in P-12 and the necessity of continuing to learn more strategies so that I can better support older readers.
Standard 2.4 Literary Strategies is met through two lessons—a middle school lesson entitled "Asking Questions for Understanding” and a high school lesson entitled “Synthesizing.” Each lesson was created to support secondary learners in understanding written information. Each lesson includes a description of the strategy, the objectives, the school librarian and educator’s roles, and a plan to assess the degree to which learners implement the strategy.
Analysis
This artifact caused me to think about literacy instruction at the secondary level. It required me to research how a school librarian can support reading comprehension in middle school and high school. To improve this artifact, I would like to gain feedback on these lessons from a secondary educator or school librarian. Although these instructional strategies were created for middle school or high school, I can easily adapt them for my elementary learners.
Reflection
I am thankful for this artifact because it allowed me to consider how I could better support secondary learners. Since most of my experience is with elementary learners, it is vital that I develop tools to support middle school and high school learners. This artifact underscores the importance of supporting readers in P-12 and the necessity of continuing to learn more strategies so that I can better support older readers.