Literacy

= = = Goal=

**To understand and implement approaches to supporting adolescent literacy.**

 * Rationale || Opportunities || Resources || Goalsetting || Timeline || Bibliography ||

Rationale: Having pursued degrees and certifications in secondary education and English 9-12, I did not receive instruction in teaching reading. At the time, this skill set was presented to those in elementary education. As librarian, I kept up at my K-8 school with professional development for whole language learning, which addressed literacy at the primary and intermediate levels. Now that I am in a high school setting, I once again have a need for professional development specifically geared toward adolescent literacy.

The National Council of Teachers of English published a policy research brief, //Principles of adolescent literacy reform//. The five main focus areas for fostering adolescent literacy include motivation, comprehension, critical thinking, technology and assessment. __Motivation.__ Every day, every outside reading assignment, I witness the same dysfunctional attitude toward reading described by NCTE: " Many students who are able to read and write choose not to, rendering many forms of instruction ineffectual. Furthermore, as this behavior becomes ingrained, students can become less likely to become engaged with literacy practices." (p.6) By teaching students how to monitor their own literacy practices and choosing diverse texts that require adjustment of the reader's approach, we can move students out of this bad habit. Also, when students are encouraged to make their own selections, engagement and motivation are increased. __Comprehension__. Strategies for improving comprehension include direct and indirect vocabulary instruction, especially in diverse texts in different content areas, and discussion-based teaching practices. Instead of the usual Q&A, reciprocal teaching, question generating, and summarizing as part of a group are recommended. (p.6) __Critical Thinking__. I really liked this, and want to learn more about teaching students " how to proceed when their understanding fails" p.6 This reality is part of what Kuhlthau was describing in the Information Search Process--at some point, we all read something that is over our heads. Arming students with a set of "now what?" strategies is essential to keep them from giving up on the assignment--and themselves. __Technology__. Technology has it own set of literacies, and students are more engaged when they have access to it. NCTE reports, "incorporating technology into instruction can increase motivation at the same time that it enhances adolescent literacy by fostering student engagement." p7 __Assessment__. Fortunately, teachers are using more tools such as journals, wikis and blogs, which provide students with regular feedback and subsequent motivation, and provide teachers with means of ongoing formative assessments. As librarian, I could also use responses from online tools to evaluate student comprehension. I could very quickly implement the method of check-and-line note-taking as students read and highlight all those downloaded documents. Very simply, as you read, you place a checkmark next to passages you understand and a line next to passages that are difficult or incomprehensible. Even texts could be marked with light pencil, then erased. For difficult passages, students would be taught to use additional strategies, tools and supports. (Singleton 2010)

New York LIfe's //Revitalizing High School Libraries Initiative// offered its own set of recommended practices: __Updating the collection__. The librarian should survey students and teachers regarding what is of greatest need and highest interest. __Flexible purchasing__. The librarian should be able to respond to requests in a timely manner. This may require re-examination of district purchasing policies. __Physical space__. Creating inviting, comfortable spaces encourages readers to stay a while. __Get the word ou__t. Advertise improvements, and link them to the mission of adolescent literacy development. Use newsletters, web sites, video, and community open houses to inform and gain additional support. (Public Education Network 2005)

What will success look like?
 * 1) I will have the knowledge and resources I need to participate more fully in literacy efforts at my school.
 * 2) The collection and the physical space will increasingly reflect the needs of the users.
 * 3) Reading strategies are integrated into the library program and students use them regularly, as reported through satisfaction surveys.

**Opportunities:**
__1. Summer 2011__. Literacy Under the Sun. New Hampshire School Library Media Association Conference. Program not posted yet, but I learned at the VSLA Fall Conference that there will be visits to a New Hampshire school that has implemented a "learning commons." I plan to go to see if this new "buzzword" is something I can bring back to my school community.
 * Sampling from last year's conference Focus on best practices, collaboration and 21C skills.

__2. Fall 2011.__ New England Library Association Conference. Program not posted yet, but it is supposed to be held in Burlington, VT.
 * Sampling of upcoming conference

__3. Fall 2011__. What's new in young adult literature and how to use it in your program--2012. Bureau of Education & Research program held annually in Burlington, VT. Next year's program not posted yet. A great way to keep up with young adult literature.

** Resources for Adolescent Literacy:**
The first place to look is our very own wiki page on Teacher Librarians as Literacy Leaders. ReadWriteThink All about adolescent literacy Guys Read [|NCLB]
 * Lesson plans, strategies, and assessments available online.**

FNESU Curriculum Development office. Clearinghouse for professional development opportunities. FNESU Literacy Coach--potential mentor and partner. Already touched base and expressed interest in being part of literacy initiatives. EFMHS Faculty, ELA teachers, Special Educators--potential mentors and partners.
 * Local resources:**

Goal-setting:

 * New York Life Revitalizing High School Libraries Initiative really resonated and provided a workable framework.
 * Updating the collection.
 * Survey teachers and students regarding resources and reading material. What do they feel is the greatest need? What would interest them most?
 * Flexible purchasing.
 * Ask about purchasing policies, such as open PO's.
 * Plan B? Interlibrary loan for fiction? A bit risky, considering return habits of many students!
 * Inquire with local bookstore about accepting open PO's.
 * Use local bookstore to fill user requests in a timely manner
 * Physical space.
 * Submit budget request for additional seating for reading (October)
 * Investigate donations of furnishings, etc. (of course, it can't seat two students comfortably!)
 * Somewhat addressed with Adirondack chairs. Students don't always use...they are not released from classes to read.
 * New goal--arranging for more students to use library for silent reading?
 * Advertising.
 * Images/video of any new furnishings, new books, new resources on library and school website.
 * Email notices with links and passwords
 * Presentation at faculty meeting, school board meeting, PTO, regarding School Library Improvements in Response to Surveys.
 * Hold "open house"
 * for faculty to introduce new resources.
 * for students
 * other groups, depending on impact of changes, need for support.

Timeline:

 * 2010-2011 School Year.** **Groundwork.**
 * Exploring literacy topic and adding resources. Discover an emphasis; collect strategies to implement.
 * Grab the "low-hanging fruit"--strategies easy to implement right away.
 * Prepare a mini-lesson around "check and line" comprehension strategy. Check to see if already used, or if a similar strategy is preferred by teachers.
 * Teach mini-lesson in context of ELA class or High School Success Seminar. Offer the strategy informally to students at point of need. Create a graphic to share online.
 * Determine means of collecting feedback on strategy.
 * Plan "book pass" activity for ELA classes. Use when teachers schedule quarterly reading assignments, or use informally when a small group of students need to select books.
 * Have enough books on hand from various genres. Include index cards and pencils to write down initial reactions before they pass books along.
 * Determine means of collecting feedback on activity.
 * Survey of user needs ( Updating )
 * Investigate purchasing policies ( Flexible )
 * Remind teachers to suggest reading chairs to students ( Physical )
 * Revamp library website to be more flexible, accept comments, etc.
 * Continue DCF Book Award program, collecting votes and taking students to author award ceremony (May).
 * Meet with FNESU literacy coach...how can we collaborate?
 * How do I participate in student literacy instruction? ( expand/redirect goals and plan )


 * 2011 Summer**
 * Attend Literacy in the Sun conference in New Hampshire. Visit Learning Commons and determine take-aways.
 * Prepare sharing points for school--faculty meeting, Leadership Team, Principal IPDP meeting, etc.
 * Use survey to inform purchases for upcoming year ( Updating )
 * 2011 Fall**
 * Attend NELA conference in Burlington, VT.
 * Prepare sharing points for school--faculty meeting, Leadership Team, Principal IPDP meeting, etc.
 * Plan implementation of new strategies, etc. ( expand/redirect goals and plan )
 * Establish contact with EFMHS faculty who also attend--resource sharing.
 * Meet with Principal to discuss annual IPDP goals.
 * Share learning from summer conference
 * Share findings of surveys--alert to upcoming budget process
 * Meet with EFHS parent organization. ( Advertise )
 * First time! Share overview of library mission, annual goals, services, literacy strategies, DCF, GMBA, etc.
 * Use "book pass" activity as part of DCF and GMBA roll-out with students.
 * Meet with Faculty/Leadership Team to share library goals, literacy strategies, etc.
 * Hold faculty open house as opposed to faculty meeting: more informal, user-friendly. ( Advertise )
 * 2012 Spring**
 * Meet with Principal to track IPDP goal progress
 * Report feedback on implemented strategies and activities
 * Revisit goals, revise/redirect plan as needed.

//Top//


 * Literacy Resource Bibliography :**

Bureau of Education and Research (2010). What's new in young adult literature and how to use it in your program. In ber.org. Retrieved November 26, 2010, from http://www.ber.org/seminars/CourseInfo.cfm?seid=BT11F2-BUR


 * Institute of Education Sciences (August, 2008). Improving adolescent literacy: effective classroom and intervention practices. In ies.ed.gov. Retrieved November 26, 2010, from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf **

National Council of Teachers of English (2006). NCTE principles of adolescent literacy reform: a policy research brief. In ncte.org. Retrieved November 26, 2010, from http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/AdolLitPrinciples.pdf

New England Reading Association (2010). NERA's 62 annual conference. Striving and thriving: journeying into literacy. Sept. 22, 23, 24, 2010. In nera.org. Retrieved November 26, 2010, from http://www.nereading.org/images/2010_nera_conference_regis.pdf

New Hampshire School Library Media Association (2010). Literacy in the sun: L4L! Aug 11-12 2010. In nhslma.org. Retrieved November 26, 2010, from http://nhslma.org/wp-content/uploads/2010/05/BrochureLiteracyintheSunL4L.pdf

Public Education Network (2005). Lessons from NYLife's revitalizing high school libraries initiative. In adlit.org. Retrieved November 26, 2010, from http://www.adlit.org/article/19845

Singleton, Cammie (2010). "Using the check and line method to enhance reading comprehension." In readwritethink.org. Retrieved November 26, 2010, from http://www.readwritethink.org/classroom-resources/lesson-plans/using-check-line-method-164.html?tab=1#tabs