Reading for comprehension and understanding in the 21 st century.

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

2. 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.

3. 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.”

4. 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 nation’s youth.”

5. Strategies for Comprehension

6. 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.

7. Evidence Based Practice What is it? Why it is important for students, teachers and the librarian? What are the outcomes?

8. 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

9. 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.

10. 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?

11. References American Association of School Librarians. (2011). Position Statement on the School Librarian’s 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.