Reading for comprehension and understanding in the 21st century.

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Reading for comprehension and
understanding in the 21st century.
How is this achieved?Who is responsible?
Kerry Pierce Conklin
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Why is this important?

• Students need to learn how to read for
  comprehension so they can succeed as they
  transition from grade to grade and into the real
  world.
• Teachers and librarians are both responsible for
  helping students with this concept by
  collaborating with one another.
• Students will gain a lot more knowledge and
  understanding if we show them how to utilize the
  techniques and strategies that lead to critical
  thinking and making connections.

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Learning Goals and Objectives

• Understanding the 6 comprehension strategies and
  how to implement them.
• How we can help students make connections to
  allow for deeper understanding of what they are
  learning.
• Understand Evidence Based Practice and the
  importance of EBP.
• How teachers and librarians can
• work together and coteach.

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American Association of School Librarians

• Reading is a foundational skill for 21st-century
  learners. Guiding learners to become engaged and
  effective users of ideas and information and to
  appreciate literature requires that they develop
  as strategic readers who can comprehend, analyze,
  and evaluate text in both print and digital
  formats. Learners must also have opportunities to
  read for enjoyment as well as for information.
  School librarians are in a critical and unique
  position to partner with other educators to
  elevate the reading development of our nations
  youth.

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Strategies for Comprehension
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Best Practices in Reading Instruction

• They indicate that connections are made to text,
  to self, to the world.
• Make connections to their own life experiences.
• Prior knowledge.
• Build on what students already know.
• Help students make connections.
• KWL Charts.
• Teachers and librarians need to model the idea of
  making connections.

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Evidence Based Practice

• What is it?
• Why it is important for students, teachers and
  the librarian?
• What are the outcomes?

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Working Together

• Developing a shared vocabulary and shared
  instructional practices
• Classroom teachers and librarians may not know
  terms used by the other when teaching information
  literacy skills
• Team teaching
• One teaching/one supporting
• Parallel teaching
• Team teaching

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Activity

• Choose 2 lessons that you currently teach in your
  classroom which you think would benefit from
  coteaching with the librarian.
• Which type of team teaching would you choose to
  use with each lesson?
• Why would this be the most effective team
  teaching?
• What type of techniques would you incorporate?
  You can use ones that were mentioned in the
  presentation or ones that you use in your
  classroom right now which are successful.
• After everyone has had a chance to answer these
  questions we will go over your ideas.

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Evaluation

• Were the learning objectives met?
• Was the information presented in a clear, concise
  way?
• Did you learn a lot about the topic?
• Would you be interested in incorporating the
  techniques and information in this presentation
  in the classroom?
• How can the presentation be improved?
• Any other comments?

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References

• American Association of School Librarians.
  (2011). Position Statement on the School
  Librarians Role in Reading. Retrieved April14,
  2011, from http//www.ala.org/ala/mgrps/divs/aasl
  /aaslissues/positionstatements/roleinreading.cfm
• McKenzie, Jamie. (2005). Power reading and the
  school library. From Now On The Educational
  Technology Journal, 14(6), Retrieved April 17,
  2011 from http//www.fno.org/sum05/powerread.html
• Moreillon, J. (2008). position yourself at the
  center coteaching reading comprehension
  strategies. Teacher Librarian, 35(5), 27-34.
• Moreillon, J. (2009). READING THE LIBRARY
  PROGRAM. Knowledge Quest, 38(2), 23-30.
• Todd, Ross.(2008). The Evidence-Based Manifesto
  for School Librarians. School Library Journal,
  54(4), 38-43.
• Trinkle, Catherine. (2009).Reading for Meaning
  Making Connections and Searching for Answers.
  School Library Media Activities Monthly, 15(6),
  48-50.