Supporting Literacy Instruction with Appropriate and Effective Resources; 1

Supporting Literacy Instruction with Appropriate and Effective Resources; [1]

Asselin, Marlene. Teacher Librarian. Seattle: Dec 2003. Vol. 31, Iss. 2; pg. 53

Abstract (Summary)

Literacy researchers recommend that teachers make better use of resources in all areas of their literacy program. For example, it is well known that students learn most of their vocabulary through wide reading and relatively few words need to be taught through direct instruction (Sternberg, 1987). Wide reading provides multiple encounters with words in multiple contexts and usages. The teacher-librarian can support the vocabulary program by providing a database of vocabulary-rich resources by theme, subject or type of vocabulary (e.g., descriptive, literary, concept). The need for use of better resources is also recognized in multicultural literature study: "What is needed is the development of multicultural reading lists that lead to the formation of a multicultural canon from which we can improve our teaching, make informed readings of multicultural texts, and teach the multicultural material well. This way, teaching multicultural literature can live up to its ambitious goal of illuminating different cultures" (Jupp, 2000, p. 3). Teacher-librarians can make a difference to literacy instruction by explicitly linking resources to the multiple dimensions of literacy including word identification, vocabulary, comprehension and literature study. Whatever the focus of the school study group, teacher-librarians can participate by bringing exemplary resources to the sessions and working with teachers to develop instructional activities in the target area. Teachers' journals of their experiences with the texts can be discussed at subsequent group sessions, and new resources continuously offered. Over time, a database of resources by literacy area, and more importantly, of teaching ideas mapped to different resources, can be compiled. In this way, teachers will come to turn to teacher-librarians to ensure an authentic and relevant foundation to their literacy instruction.

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Teacher-librarians are not automatically included in professional development initiatives aimed at improving literacy instruction and achievement. Consequently, they may miss opportunities for assuming significant leadership roles. In my last column, I listed three aspects of literacy instruction identified as needing attention by international researchers (Topping et al, 2003) that teacher-librarians are positioned to support. Drawing on principles of effective professional development outlined in the last column, I suggest ways that teacher-librarians can help teachers improve their literacy instruction in one of these areas -the use of appropriate and effective resources.

Beginning the process: Establishing collaborative leadership

Many schools and districts are working towards increasing students' literacy achievement by building professional communities of practice. See my last column for information about models of such initiatives (the National Council of Teachers of English Reading Initiative, International Reading Association's Study Groups, the Center for Inquiry and Case Technologies to Enhance Literacy Learning). If professional development initiatives around literacy are part of your school culture, it's time to actively participate and develop a leadership role, beginning by linking your expertise in resources to their instructional use. If no literacy initiatives are in place in your school, the teacher-librarian can set the course in motion by consulting with one or a few teachers with a keen interest in literacy. With the school principal, this group can identify several areas of literacy in which students need support -either across all grades or in grade clusters. This information can be gained from class and school assessment data. The group can then circulate a proposal for study groups to all teachers in the school. Ask for feedback on selected topics through ratings, additions or elaboration.

Propose a structure that provides consistency and predictability for the study groups. Meetings scheduled for once a month either before or after school in a visible location (i.e., a space that most people will have to walk by) have worked for other groups. Plan a structure for the meetings so that discussion remains focused - and so that people can leave on time without feeling like they're leaving in the middle of something. Make the atmosphere as inviting and relaxing as possible with light refreshments and comfortable seating for discussion.

Once you have a focal topic, the team selects resources for the study group - what might be called your "core curriculum." The International Reading Association provides packages of resources for this very purpose targeted to different aspects of literacy instruction ( org/publications/IRA_study-groups.html). There are currently four modules or theme areas available for study group materials: beginning reading, vocabulary, reading comprehension, and adolescent literacy. Such professionally prepared modules provide content and structure to school-based professional development. Specifically, the IRA study group modules contain:

* an easy-to-use facilitator's guide designed to help create, evaluate and sustain a study group;

* at least one IRA book;

* articles from IRA's top-rated, peer-reviewed journals, bound with a discussion guide; and

* a journal to take notes and write personal reflections.

Readings are vetted by the literacy community and already field-tested in study group contexts. The facilitator's guide, written by experienced teacher educators, will not only ensure that things run smoothly as teacher-librarians participate more in professional development in their schools, but practice in using them can develop leadership skills.

Taking the lead

Teacher-librarians are strongly positioned to take a leadership role in the international recommendation to improve literacy instruction by more appropriate and effective use of resources. Teachers' knowledge of resources for their literacy programs is limited by the time they have to keep abreast of this rapidly expanding market. Understandably, some commercial programs that come with pre-selected texts are attractive because of this situation. Reliance on such programs-whatever their premises-can jeopardize students' use of the range of print, electronic and multimedia resources available that will more fully support their literacy development. Put simply, teacher-librarians need to "re-present" their expertise in resources to teachers in light of new research emphasizing the role of resources in literacy.

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References

Jupp, J. (2000). The necessity of literary traditions. Retrieved August 25, 2003, from members-only/ej/0893-jan00/EJ0893 International.pdf

Sternberg, R. (1987). Most vocabulary is learned from context. In M. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Lawrence Erlbaum.

Topping, K., et al (2003). Policy and practice implications of the Program for International Student Assessment (PISA) 2000: Report of the International Reading Association PISA Task Force. Retrieved June 20, 2003, from reading.org/advocacy/pisa.pdf