Module+3.1

Here are my reading notes and citations for Module 3.1


 * American Library Association. "Position Statement on the School Library Media Specialist’s Role in Reading." //American Association of School Librarians//. American Library Association. Web. 27 Oct. 2009. [].**

-"Learners must also have opportunities to read for enjoyment as well as for information." - This has become a point of contention at my campus. We have had an ongoing argument about having a once a week designated time just for reading for pleasure. Our math department thinks that this is giving special treatment. What I can't get them to understand is that if they can't read they can't complete their math. We have to let them see that reading can be for fun. -"The extent to which young people use information depends upon their ability to understand what they read, to integrate their understandings with what they already know, and to realize their unanswered questions." -"Library media specialists co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that result in increased student learning." -"While the responsibility for the successful implementation of reading promotion and instruction is shared by the entire school community, library media programs serve as hubs of literacy learning in the school."

-"Free choice and access to books are important elements in reading engagement (Schraw et al., 1998). -"...teachers must teach comprehension explicitly. Research shows teacher need expertise to do this, but receive inadequate pre-service training (Ibid.) -"Advocate for free choice of genre, reading levels, and types of reading, including alternative media such as periodicals and non-print media, for summer reading lists, curriculum-based inquiry units, and research guides that support inquiry."
 * Research in Reading PowerPoint (link from the above cited website)**

-"Research shows that reading comprehension strategies can and should be taught from the primary grades through high school" (Pressley 198). -"Research also shows that this instruction is not taking place in many classrooms" (Pressley 198). Pressley, Michael. //Reading Instruction that Works: The Case for Balanced Teaching//. Guildford Press. 1998. -"By explicitly teaching and co-teaching reading comprehension strategies, LMS can make a positive impact on students' reading development." Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact.// New York: American Library Association, 2007. -Reading Comprehension Strategies: Activating or building background knowledge Using sensory images Making predictions and inferences Determining importance Monitoring and regaining comprehension Synthesizing The descriptions of each of these comprehension strategies is very straight forward and easy to understand. It was really a relief to see that I am using many of these strategies in my own 8th grade classroom. I also feel very fortunate to work in a library in which my SLMS is very cooperative and understands her role as a collaborator and how she can incorporate these same strategies in shared lessons.
 * Reading Comprehension Strategies PowerPoint (link from the above cited website)**

-How convenient and easy to read. This takes the six above mentioned reading comprehension strategies and lines them up with the AASL Standards for the 21st Century Learner. Many school professionals (administrators, teachers, school board members, etc.) view SLMS as strictly librarians who do nothing but run book fairs and check in and check out books to students. This easy to read matrix allows anyone to look in-depth and the link between reading strategies and what a librarian really does. I see this as a very good tool for the promotion of the SLMS.
 * Alignment Matrix** []

-"Many of us see our role as fostering the enjoyment and appreciation of literature in all genres and information in all formats - but we have stopped short of taking part in actual reading instruction." -"If we are to position ourselves at the center of our schools' literacy programs, then we must become leaders in reading instruction." -"If reading is so important to students, teachers, and administrators, then positioning ourselves at the center of our schools' literacy programs puts teacher-librarians in a prime position to coteach with our classroom teacher colleagues." -"If we want our library programs to function as the hub of learning in our schools, then helping classroom teachers teach reading comprehension strategies and helping principals reach school goals for reading achievement must be at the center of our work." -"Teacher-librarians can help classroom teachers meet their need to improve student achievement in reading by coteaching reading comprehension strategies. We can also position ourselves to help improve learning and teaching in our schools." -"We can be instrumental in helping students and teachers see the connection between the process of reading comprehensions and the information literacy process." -"Although we must continue to teach additional information literacy skills and guide students in reasearch and inquiry projects, the overlap between "our standards" and "theirs" shows that we can and should share responsibility for teaching reading comprehension in our schools." -"With two educators in the same room, be it the library or the classroom, we can develop a common language that facilitates both student learning and our own teaching." -"Team teaching is job-embedded professional development practiced with actual students, with the taught curriculum, and within the supports and constraints of our everyday work environments." -"With two or more adults facilitating student learning, educators can align standards and develop a shared vocabulary that supports students' learning."
 * Moreillon, Judi. "Position Yourself at the Center: Coteaching Reading Comprehension Strategies." //Academic Search Complete//. June 2008. Web. 29 Oct. 2009.**


 * Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact.// New York: American Library Association, 2007.**