Standard 2:
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Elements2.1 Literature
2.2 Reading promotion 2.3 Respect for diversity 2.4 Literacy strategies |
Reflection
Reading is a window to the world. This is a tenet of 21st Century Learning Standards. Librarians must push to instill a love reading in all patrons. They must be aware of literary trends and expose their community to ideas and literature that reach beyond cultural norms. They celebrate diversity and instill an intrinsic motivation to learn beyond the classroom and throughout life. Librarians are reading teachers who integrate effective strategies such as previewing texts, accessing prior knowledge, questioning, and synthesizing pieces of information into big ideas.
In a literacy class, I had to make a presentation of my own reading life. This allowed me to reflect on my personal interests which spans culture, art, technology, science, and a range of fiction. Georgia Couros says that if we expect our students to be curious and hungry for new ideas then we too should practice the same. As I admitted in my presentation, as a child, I did not identify as a hardcore “reader”, but I have always enjoyed learning. And reading often is learning.
In The School Library & Literacy Environment (FRIT 7332), I developed a reading promotion plan which coincided with our area’s Coast Fest, an ecological festival celebrating the local environment and wildlife of coastal Georgia. This was a collaboration with a science teacher to create a wildlife book display which featured student-created posters. The project supports the Common Core’s focus on informational reading, extends the Georgia science curriculum, and incorporates real-world application by encouraging students to attend a local educational event. Interactions with informational texts allows students to expand their background knowledge and influence future sense-making throughout their educational careers. Furthermore, students engage in an inquiry process that allows them to present an original product to their peers. The groups of students identify local flora, fauna, ecosystems, or environmental issues to be featured on their posters, with the ultimate goal of informing viewers and encouraging their peers to inquire further about the local environment.
In Selection & Development of Digital Tools & Resources (FRIT 7233), I created a book trailer with kindergarten students that promoted “Don’t Let the Pigeon Drive the Bus”. The video is comical and jovial, just like the book. We created the trailer to inspire the school body to share our enjoyment of the book and encouraged others to read the book.
In the Reading River booklet that I created as a companion to the online learning module, I encourage students to reflect on their personal interests and choose a book based on their interests. The booklet prompts readers to activate their prior knowledge on the subject and to create a list of questions that they may refer to as they read the book.
In Digital Learning Environments (FRIT 7235), I created a video podcast: “What Makes a Good Reader?”. I narrate the video over a slideshow of images that compare effective reading skills to traveling down a river. I use the terms “prepare, discover, and reflect” to coincide with both an outdoor pursuit and a reading adventure.
During practicum tasks, I completed a collaborative reading unit that met both language arts and library curricula requirements. Students used FlipGrid to create video artifacts of their learning.
In a literacy class, I had to make a presentation of my own reading life. This allowed me to reflect on my personal interests which spans culture, art, technology, science, and a range of fiction. Georgia Couros says that if we expect our students to be curious and hungry for new ideas then we too should practice the same. As I admitted in my presentation, as a child, I did not identify as a hardcore “reader”, but I have always enjoyed learning. And reading often is learning.
In The School Library & Literacy Environment (FRIT 7332), I developed a reading promotion plan which coincided with our area’s Coast Fest, an ecological festival celebrating the local environment and wildlife of coastal Georgia. This was a collaboration with a science teacher to create a wildlife book display which featured student-created posters. The project supports the Common Core’s focus on informational reading, extends the Georgia science curriculum, and incorporates real-world application by encouraging students to attend a local educational event. Interactions with informational texts allows students to expand their background knowledge and influence future sense-making throughout their educational careers. Furthermore, students engage in an inquiry process that allows them to present an original product to their peers. The groups of students identify local flora, fauna, ecosystems, or environmental issues to be featured on their posters, with the ultimate goal of informing viewers and encouraging their peers to inquire further about the local environment.
In Selection & Development of Digital Tools & Resources (FRIT 7233), I created a book trailer with kindergarten students that promoted “Don’t Let the Pigeon Drive the Bus”. The video is comical and jovial, just like the book. We created the trailer to inspire the school body to share our enjoyment of the book and encouraged others to read the book.
In the Reading River booklet that I created as a companion to the online learning module, I encourage students to reflect on their personal interests and choose a book based on their interests. The booklet prompts readers to activate their prior knowledge on the subject and to create a list of questions that they may refer to as they read the book.
In Digital Learning Environments (FRIT 7235), I created a video podcast: “What Makes a Good Reader?”. I narrate the video over a slideshow of images that compare effective reading skills to traveling down a river. I use the terms “prepare, discover, and reflect” to coincide with both an outdoor pursuit and a reading adventure.
During practicum tasks, I completed a collaborative reading unit that met both language arts and library curricula requirements. Students used FlipGrid to create video artifacts of their learning.