The bulk of this course consisted of three major projects and numerous intriguing articles. The first project involved interviewing various school faculty members (principal, teacher librarian and teacher) in order to discover their views on the image of teacher librarians and their roles in assisting students on the road to life long learning. Discoveries made included some not so positive understandings of the profession. Teacher librarians definitely need to promote themselves and their programs within the school atmosphere. While most building faculty members think teacher librarians are important, they have little comprehension of collaborating with them and utilizing their many skills.
The second project in this course was a group project consisting of planning a pseudo family literacy event. While working with a group via the long distance format was challenging, accomplishing this task proved to be successful. Actually, in my new position, I will be able to use some of the concepts discovered throughout the duration of this project as I embark on planning a similar type of event.
The final project for Literacy Through School Libraries involved planning a collaborative unit and locating resources to enhance it. This was a practical application which related to student learning in the form in which information literacy skills are best taught-as needed and in a way in which students can make connections to curriculum.
One of the articles read for this course described aliteracy. This concept involves people/students who know how to read but choose not to. The author stated that aliteracy is becoming more and more prevalent in our society. This is a major concern for teacher librarians. We need to work even harder to promote reading to the students for which we have charge. In addition, we need to encourage any kind of reading, including graphic novels, information reading and Internet surfing that involves comprehension.
Sunday, August 9, 2009
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