How Can I Help You?

These slides are from the AASL School Librarian's Role in Reading
Toolkit Website retrieved from
http://www.ala.org/aasl/advocacy/tools/toolkits/role-reading

By explicitly teaching and co-teaching

reading comprehension strategies, the
media specialist can make a positive impact
on students reading development.
These strategies are easily integrated into
classroom-library lesson plans and story time learning objectives.
Source:
Collaborative Strategies for Teaching Reading
Comprehension: Maximizing Your Impact by
Judi Moreillon
(ALA Editions, 2007)

We cannot teach to the new learning standards

without collaboration because the standards target
knowledge building and critical thinking specific to
school curriculum subjects.
Classroom teachers are the subject experts and
we need their input to teach reading, literacy, and
information skills in an integrated way.
Collaboration with subject area specialists will aid
us in developing lessons that fulfill each subject's
unique reading, information, and literacy needs.

Educators need support and encouragement to

learn these ever-changing technologies and
integrate them into the classroom curriculum.
School library media specialists have the
expertise in multiple literacies to collaborate with
teachers for effective teaching and learning.

Visual

Digital

Textual

Technological

The ability to
understand and
use images,
including the
ability to think,
learn, and
express oneself
in terms of
images.
(Braden and
Hortin 1982,41)

The ability to
understand,
evaluate, create,
and integrate
information in
multiple digital
formats via the
computer and
Internet.
(Gilster 1997)

The ability to
read, write,
analyze, and
evaluate textual
works of
literature and
personal and
professional
documents.

The ability to responsibly

use appropriate
technology to
communicate, solve
problems, and access,
manage, integrate,
evaluate, and create
information to improve
learning in all subject
areas and to acquire
lifelong knowledge and
skills in the 21 century.
(SETDA n.d.)

Source:
Standards for the 21st-Century Learner in Action. AASL, pp. 18-19.

21st-century reading is accomplished through a

variety of resources beyond the traditional print,
one can: read a picture, read an auditory story,
read a multimedia website, and more.
Teaching critical evaluation of media, called media
literacy, is best achieved pursuing participatory,
collaborative projects involving classroom teachers,
special area teachers, and students.

In this increasing global world of information,

students must be taught to seek diverse
perspectives, gather and use information ethically,
and use social tools responsibly and safely.

Todays students need to develop information skills

that will enable them to use technology as an
important tool for learning, both now and in the
future.
Source:
Common Beliefs. Standards for the 21-Century Learner. AASL, p. 11.

SLMS can make a positive impact on students'

engagement with texts and reading
development by working with other educators to
integrate multiple literacies into the classroom
curriculum. These literacies are critical learning
objectives for 21st-century learners.

American Association of School Librarians. 2009. Empowering Learners: Guidelines for 21st
Century School Libraries. Chicago: American Library Association.
_____. 2009. Standards for the 21st-Century Learner in Action. Chicago: American Library
Association.

Braden, R. A., and J. A. Horton. 1982. Identifying the Theoretical Foundations of Visual
Literacy. Journal of Visual/Verbal Languaging 2, 37-42.
Center for Media Literacy. n.d. Media Literacy: A Definition and More.
<www.medialit.org/reading_room/442def.php> (accessed June 30, 2009).
Gilster, P. 1997. Digital Literacy. New York: Wiley.
National Council of Teachers of English. 2009. 21st Century Literacies.
<ncte.org/positions/21stcenturyliteracy> (accessed June 30, 2009).
Moreillon, J. 2007. Collaborative Strategies for Teaching Reading Comprehension: Maximizing
Your Impact. Chicago: ALA Editions.