Libraries for the Future, Part Two
In my last blog post I identified four issues and areas of interest for my future as a teacher librarian: data based literacy instruction, differentiated instruction for diverse learners, healthy technology use, and authentic content creation.
In this blog post I will share resources that I have found, which will deepen my understanding of these issues.
Data based literacy instruction:
This interest centers around a student’s ability to read text in any format, from print books to news websites because “[e]vidence shows that students who do not learn to read on level by 3rd grade are much more likely to develop low self-esteem, drop out of school, and engage in antisocial and aggressive behavior” (The Balanced Literacy Diet). Certainly, the library is beautifully situated to advance reading and literacy in the school, and as such, the librarian should be at the forefront of reading instruction. The following is a list of resources toward that goal.
Abstract: this video dives into the mechanics of reading through the examination of brain images. In the video Stanislas Dehaene discusses the parts of the brain responsible for reading, and how speaking and reading are linked.
Ways to use this resource: this is a good introduction for anyone who is curious about how our brains function and why some students have more trouble reading than others. I would recommend the work of Stanislas Dehaen to anyone who feels unprepared to teach reading, a common complaint I hear from practicum students.
Abstract: The Balanced Literacy Diet is a website developed by the Ontario Institute of Studies in Education from the University of Toronto to provide teachers, administrators, and families a comprehensive, data based resource for teaching reading at all levels.
Ways to use this resource: Personally, I love how easy this website is to navigate and how there is a variety of lesson transcripts and lesson videos at all reading levels to help with instruction. The lesson ideas are engaging, and targeted to specific skill development. I would use this for lessons in the library, as well as recommend this for teacher’s reading programs. It is something that teachers could immediately use, and I think this would support all teachers, but particularly those who are new to a grade, or who are new to the profession.
Abstract: human beings are hardwired to speak, and given no direct instruction, we will still learn this skill. Reading is not so easy, however. This article explains how our brains link sound to scribbles on paper.
Ways to use: once again, this is a good foundational resource for understanding reading at a primary and intermediate level.
Differentiated Instruction for Diverse Learners
Reading is tricky. It is the single most important skill students will learn while at school, and yet, there is always a handful of students who can not read in any grade. To make matters worse, during the pandemic many students went without any schooling, and they are now reading and writing below grade level. Thus, assistive technology is extremely important for student achievement and success. Librarians are the obvious task force for increasing teacher and student capacity with assistive technologies.
Biancarosa, G., & Griffiths, G. (2011). Technology tools to support reading in the Digital Age. Future of Children, 22
Abstract: “Technology tools to support reading in the Digital Age” provides an overview of the different types of assistive technology, from e-readers to assessment tools. It also identifies the advantages and disadvantages of such technology in the classroom, stating drawbacks such as accessibility, and appropriateness for particular situations.
Ways to use: this is a great article to look at before diving into the tools available for assistive technology, as it calls for a cautious and conscientious approach to integrating assistive technologies into a literacy program.
Abstract: This is a link to a list of effective assistive technologies put together by Common Sense Media. Of the many resources listed, I would like to draw your attention to two: Read&Write and DreamReader. Detailed summaries of both apps are available in the link above.
Ways to use: DreamReader is a wonderful app that will read any document aloud, including photos of print media and P.D.F.s. Read&Write is a Google Suites extension that encompasses an array of amazing tools such as read aloud, highlighting, notes collection, and speech to text among other features.
Beyond the Chalkboard Podcast https://podcasts.apple.com/us/podcast/beyond-the-chalkboard/id1463667665
Abstract: This is a Canadian based podcast that focuses on educative technology, highlighting apps and content creation sites in each episode.
Ways to use: This is a great podcast for generating ideas on how to use technology in your library, or your teacher’s classrooms.
Healthy Technology Use
In Leading from the Library Bass and McClintock argue that when we discuss digital literacy, we are in fact discussing different skills in literacy: “critical consumption of information, media, research, technology, and digital citizenship.” Bass and McClintock go on to state that, “[i]f we intend to help students become members of a society that is driven, in many cases, by technology and digital content, these are critical skills that can help students throughout their lives. (p.74)” In order to use technology in a healthy way, you must be able to set boundaries, behave ethically, and think critically.
Abstract: a short video comparing brains on cocaine to brains on screens.
Ways to use: this is an effective and short video that could be used to hook classes in a lesson about setting boundaries with technology.
Abstract: This is a comprehensive website that offers detailed reviews on all kinds of media, from the best educational apps, to movies and books. In addition, this website offers excellent lesson plans, and learning sequences for grades K-12.
Ways to use: this is a great resource for anyone using technology in their classroom, and I would recommend it as a beginning of the year start up for all students.
Authentic Content Creation
When I use technology in the classroom I always ask myself this question, “Is this the same as paper and pencil?” If the answer is yes, then we use paper and pencil. I always look for either augmentative or transformative ways to use technology in the classroom. For example, I want students to program robots or use speech to text. As such, here is a list of creative ideas for technology use.
Abstract: Code.org is a comprehensive website that includes entire units on coding at grade level. If your district uses Google, then you can create classes and assign differentiated units from this website. The lessons are engaging and grade level appropriate. It is a great introduction to coding.
Ways to use: the units on Code.org make for an easy and engaging Friday afternoon activity, coding clubs, or for library lessons.
Scutter, S. (2011). Is podcasting an effective resource for enhancing student learning? Cutting-edge Technologies in Higher Education, 3, 283-295.
Abstract: this article specifically examines the creation of podcasts by teachers as additional teaching tools for students.
Ways to use: while this article targets teachers, it also provides some good ideas for instructing students in the use of podcasts. I like the idea of students creating podcasts as one part of a passion project.
Works Cited
Biancarosa, G., & Griffiths, G. (2011). Technology tools to support reading in the Digital Age.
Future of Children, 22
CBC. 2022. Kids vs. Screens: Addiction. [online] Available at:
<https://www.cbc.ca/player/play/1815026755632> [Accessed 30 May 2022].
Common Sense Education | Digital Citizenship Curriculum & EdTech Reviews. 2022. Common
Sense Education. [online] Available at: <https://www.commonsense.org/education/> [Accessed 30 May 2022].
Common Sense Education. 2022. Best Assistive Technology for Reading in the Classroom |
Common Sense Education. [online] Available at: <https://www.commonsense.org/education/top-picks/best-assistive-technology-for-reading-in-the-classroom> [Accessed 30 May 2022].
Dehaene, S., 2022. How the Brain Learns to Read. [online] Youtube.com. Available at:
<https://www.youtube.com/watch?v=25GI3-kiLdo> [Accessed 30 May 2022].
Herron, J., 2022. Getting to Auto-Words: Why Phoneme Awareness and Phonics go Together.
[online] Thereadingleague.org. Available at: <https://www.thereadingleague.org/wp-content/uploads/2021/06/Dr.-Herron-article.pdf> [Accessed 30 May 2022].
KPU Production, 2022. [podcast] Beyond the Chalkboard. Available at:
<https://podcasts.apple.com/ca/podcast/beyond-the-chalkboard/id1463667665> [Accessed 29 May 2022].
McClintock Miller Shannon; Bass William. Leading from the Library (Digital Age Librarian's
Series). International Society for Technology in Education. Kindle Edition.
Oise.utoronto.ca. 2022. BALANCEDLITERACYDIET :: Balanced Literacy Diet. [online]
Available at: <https://www.oise.utoronto.ca/balancedliteracydiet/Home/index.html> [Accessed 30 May 2022].
Scutter, S. (2011). Is podcasting an effective resource for enhancing student learning?
Cutting-edge Technologies in Higher Education, 3, 283-295.
Studio.code.org. 2022. Teach Computer Science - Code.org. [online] Available at:
<https://studio.code.org/courses?view=teacher> [Accessed 30 May 2022].
This is an excellent post. You have curated a good list of resources to support your inquiry. You have a strong foundation here for future work. I appreciate the way you have organized your work (with both the abstracts and ways to use). The hyperlinks added another layer to your post. You may want to consider adding additional multimedia elements such as images or videos.
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