1.2

The ability to read is the key to success in many areas of life. Non-fiction titles provide valuable support to student learning and spark development in innumerable ways. The ability to read fiction – to follow a plot and understand character development – helps the student with inference and understanding in multiple areas of the curriculum. Reading fiction also enables the student to look at the human condition in both the general and the specific and make connections to their own life. These connections enable the student to envision multiple solutions with their own specific situations and perhaps make better life choices. While the librarian is responsible for encouraging reading across all genres, providing access to fiction titles that touches the student in the deepest parts of their heart is a special, unique responsibility. To carry out this charge the librarian must know and understand the individual students, and, as well, must know the available literature. This knowledge does not come easily or without effort. It takes time to know the student population; information can only be gained through individual discussions with students. I regularly offer book clubs to students and I find that I know the interests and passions of those students to a much greater level. I also talk regularly with small groups of students, asking them to provide their recommendations. Finally, I have learned it is important to support book check out on the student’s schedule. I devote each morning and afternoon to book check out, students are welcome to get new books each day, not just on their designated class days. This increases student access to books and enables me to talk one on one with students and find the special title they are seeking. The advent of digital titles (including books on tape or web based such as Tumble Books) has given the librarian a new tool to assist struggling readers. I added a hot button permitting easy access to Tumble Books to our library OPAC home screen; teachers are more apt to use the resource when it is available. During ISTC 601 I drafted a proposal to provide PlayAways (digital book readers) to our below level readers, I will pursue this as a full grant proposal in the future. Becoming knowledgeable about the available literature equally takes time. The instructors in the Children’s Literature and Young Adult Literature classes modeled for me a deep understanding of the titles and the ability to make connections based on that understanding. Both classes helped me be alert to the various book review and award systems, this helps me more rapidly cull through the large number of titles being published. In addition, both classes asked us to prepare book talks; this gave me valuable practical experience in how to generate student excitement for a title. I regularly include potential titles in my personal reading program and offer book talks at the beginnings of my lessons. I think it is very important to reflect on the books one has read. In my practice, I have used both existing reading encouragement programs and instituted unique programs. The Chessie program is an Anne Arundel county reading incentive program that provides a reading levels for specified areas and questions to assess comprehension of the titles. Our Kindergarten through 2nd grade students select a new book each week and meet with parent volunteers to discuss the title. Third grade students use Chessie books but provide written responses to the questions. Fourth and fifth grade students select from any fiction title within the library and provide free response paragraphs. This moves our students from verbal expression to written expression, reinforcing skills used in the classroom. I offer incentives for participation in these programs to increase student excitement and, while I am focused on the long-term benefits, provide the student with an immediate reward.



