Table Of Content

All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Priscille Dando [email protected] Volume 44, No. 5 | May/June 2016 9 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. school librarians are well positioned for making significant contributions to reading development by focusing on the integration of critical thinking and traditional literacy. the interactive read-aloud is a key strategy. A significant challenge for today’s 2008). As traditional hierarchical for instruction that encompass models of learning transition students’ real-world experiences educators is a pivot in the to inquiry models grounded in and prepare them for success in common understanding of best critical thinking, application, and the future. How school librarians practices for teaching and learning. performance, teaching and learning focus on activating critical thinking School librarians should welcome through the lens of literacies is through traditional literacy this shift away from the “student an approach that makes sense for development can proactively set the as vessel” model of teaching to a school library programs. stage for the deep thinking that more constructivist model intent occurs in all literacy development. upon developing critical-thinking skills that enable students to make Literacy and School Libraries their own meaning for deeper Traditional Literacy and the Since their inception, libraries have understandings (Rainie 2014). School Librarian been associated with literacy. But In the No Child Left Behind what is literacy? In the traditional The school librarian’s role in tra- era, teachers focused on ensuring sense it is the acquisition and ditional literacy development is as students acquired a body of discrete practice of reading and writing. critical as ever. At the elementary skills and knowledge. Contemporary Consider the new literacies that level, a balanced literacy approach pedagogies embrace the idea that are explored in this issue, and integrates explicit teaching such as discrete skills and knowledge act as the definition can be expanded guided reading and word study with critical building blocks for success, to an applied understanding read-alouds and shared reading. but the ultimate goal is to prepare and performance in a system or While teaching of reading and students for a lifetime of learning. environment of practice. The writing skills may commonly be How students show what they can do literate practitioner must have considered the classroom teacher’s with that knowledge and how they the ability to decode and create domain, limited time in a school demonstrate application of learning within a defined context. Literacy day may prevent a classroom teacher processes in real-world situations development under this definition from providing read-aloud experi- are the best indicators of their targets proficiency in areas ences as often as needed. The school future success. of functional understanding, library is where the mechanics of communication, and culture. literacy are put into practice. School libraries reflect this change Traditional literacy and information in thinking; Joan Frye Williams’s literacy have been the school The library provides ready access to analogy frames libraries as no library’s instructional bread and reading across platforms. Books— longer being grocery stores stocked butter for generations. Including in print and online—magazines, with ingredients but kitchens new literacies such as data literacy, websites, and apps are the where ingredients are combined global literacy, and visual literacy playground for engagement with to create something new (Valenza among others provides frameworks text and graphics. Additionally, in 10 Knowledge Quest | What Makes a Literacy? All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. extend the school library students have writing of similar texts (Cummins students’ opportunities to engage in reading and Stallmeyer-Gerard 2011). and writing through a variety of thinking by activities, including, of course, A significant benefit of interactive read-alouds. Read-alouds have read-alouds is how they encourage long been a staple of elementary students to think actively before, encouraging library visits but how and why during, and after reading. When read-alouds are conducted make students engage in a meaning- them to: a tremendous difference in the ful conversation about a book’s literacy development of students. ideas and presentation, they are Fully literate students seamlessly empowered to articulate connec- navigate the system of words and tions and make their thinking make a meaning as an integrated whole, visible to others (Hilden and Jones and then connect what they’ve read 2013). Students require direct connection with their own thoughts, opinions, instruction in how to integrate with and experiences to create new their prior knowledge what they text-to-text understandings. Bottom line: It’s are hearing, seeing, and reading. the thinking that matters. School The conversation must go beyond librarians are well positioned for recall to exploring the “big ideas” use text making significant contributions in a fiction or nonfiction text and to activate to reading development by making meaning for themselves prior knowledge focusing on the integration of (Cummins and Stallmeyer-Gerard critical thinking and traditional 2011). These conversations can literacy. The interactive read- bring great pleasure to the reading practice aloud is a key strategy. experience, not unlike the dis- cussions readers enjoy in book visualization clubs. The ultimate outcome is that Why Interactive Read-Alouds? students’ enthusiasm for engaging Students should be practicing in higher-level thinking leads to self-monitor what real readers do—construct accomplished independent reading their personal meaning from their and benefits student learning understanding and reading. Interactive read-alouds across disciplines. enable students to hone their ask questions thinking skills with their school Planning for Interactive librarian before they have the Read-Alouds think aloud fluency to do so independently. Librarians often are terrific story- Katherine Hilden and Jennifer tellers who read picture books with Jones provide guidance in crafting when answering a animation and enthusiasm. Asking an experience for students that comprehension questions and will activate deeper learning. Two challenging question prompting the audience to make fundamental aspects to keep in predictions is standard practice mind: explore to engage students. However, the interactive read-aloud is a specific 1. An interactive experience takes relationships between and planned strategy that ignites planning. It is more than a curiosity and ensures that all straight read through followed by pictures and text students activate critical-thinking a few improvised questions. skills. Research shows interactive (Cummins and Stallmeyer-Gerard 2011) read-alouds as part of a balanced 2. Questions are open-ended. literacy approach increase compre- The reader does not share her hension, support students’ content opinion or imply that an answer background knowledge, boost is right or wrong. The focus is on vocabulary, and assist in develop- the students’ thinking. ment of independent reading and Volume 44, No. 5 | May/June 2016 11 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Interactive read-alouds should What can they point to in the text role in ensuring students master serve a specific purpose—not every or pictures that supports their skills essential for success in their book can be effectively used this ideas? Ask students what they are future academic and real-life expe- way. Collaborate with classroom wondering. “Can anyone expand riences begins with supporting their teachers to choose titles that make on this idea or present a different development of critical thinking as connections to students’ learning point of view?” One way to ensure learners work toward proficiency in and life experiences. Consider titles everyone is interacting is to match traditional literacy tasks. that are accessible but challenging students with partners so they can enough to offer new vocabulary or “buzz” about their thoughts before ideas. Imagine how a particular sharing with the larger group Priscille Dando is book will engage students. It should (Hilden and Jones 2013). be a rich experience that compels the coordinator of library students to interact. How can Assessing and Extending information services at they make connections with prior Learning Fairfax County (VA) knowledge? Classroom content? Public Schools. She is How curious will they be in Extend student thinking after the exploring the structure, visuals, and read-aloud by providing time for a member of AASL. She authored the book big ideas of the story (2013)? reflection. The reading-writing Say It with Data: A Concise Guide connection is vital to literacy to Making Your Case and Getting development, but students can Purposeful Observations Results (ALA Editions 2014). She is a also use multi-modal forms of and Questions Bring a High expression (Hilden and Jones current Lilead Fellow and was a Fast Learning Return in Engagement 2013). Drawing or recording speaker at the 2015 School Library At the core of an interactive audio or video reflections offers Journal Summit. read-aloud is the prompting and an effective way to assess students’ questioning of the reader. To begin understanding and critical a session, the reader should plan thinking. When collaborating an opening. For example, offering with the teacher about the read- Works Cited: listeners a connection to a previous aloud, it may make sense to have text, an invitation to examine an the reflection take place in the Cummins, Sunday, and Cate Stallmeyer-Gerard. 2011. aspect of the illustrations or story classroom so that the teacher can “Teaching for Synthesis of structure, or a description of the engage with the experience as well, Informational Texts with Read- genre all help focus attention and help students make additional Alouds.” Reading Teacher 64 (6): 394–405. anticipate the reading (Fountas and connections, and manage time Pinnell 2006, 226). Readers never effectively. Fountas, Irene C., and Gay Su Pinnell. 2006. Teaching for ask a question that they already Comprehending and Fluency: Thinking, know the answer to. As the reader, Talking, and Writing about Reading, K–8. Gateway to a World of Portsmouth, NH: Heinemann. ask interpretive questions rather Literacies than factual. One way to know that Hilden, Katherine, and Jennifer Jones. 2013. “Effective Interactive questions will activate thinking is to The critical-thinking skills Read-Alouds Build Stronger assess whether they are focused on students build while becoming Comprehension.” Reading Today 30 big ideas rather than on details of accomplished readers and writers (5): 17–19. the text. provide the foundation for learning Rainie, Lee. 2014. “13 Things in a variety of environments. This to Know about Teens & Technology.” <www.pewinternet. Questions that connect beyond Knowledge Quest issue explores org/2014/07/23/13-things- the text are more likely to require student engagement in understand- to-know-about-teens-and- thinking and still reveal students’ ing and using data and graphics, technology> (accessed January 29, 2016). comprehension. Prompt students cultivating global and visual Valenza, Joyce. 2008. “Library to consider important information literacies, and applying inquiry as Domestic Metaphor.” in different contexts or to speculate processes—all of which require NeverEnding Search (August why the author and illustrator made skills in observation, questioning, 25). <http://blogs.slj.com/ neverendingsearch/2008/08/25/ certain choices. When students and making connections, skills that library-as-domestic-metaphor> offer answers, be sure to dig deeper. evolve through traditional literacy (January 29, 2016). Why do they think what they do? development. The school librarian’s 12 Knowledge Quest | What Makes a Literacy?