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We foster a love of reading by providing a variety of materials, carefully vetted for appropriate content. Elementary students attend Library once a week for 45 minutes. Librarians read aloud, help students find books, and provide opportunities to learn library skills. The Library curriculum is adapted from Library Skills for Kindergarten, Grade One and mel.org, a part of the Library of
Michigan.
Our duties include selecting, ordering, pre-reading, and processing books. We prepare library-skills lessons, run 45 minute classes (including time for read-aloud, a short lesson, and book checkout), check books in, repair books, keep our shelves organized, and handle overdue books and communication with parents.
Our goal is to provide a variety of appropriate reading materials, covering a broad range of interests, to inspire a love of reading in students.
“Research consistently shows that when children have access to good libraries with plenty of good books and with adequate staffing, they read more, and thus do better on reading tests. For children of poverty, libraries are typically the only possible source of reading material.” Krashen, Stephen. 2004. The Power of Reading. Westport, CONN: Libraries Unlimited and Portsmouth,
NH: Heinemann (https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_infographic_resources.pdf)
“Studies confirm that more access to books and reading material in general results in more independent self-selected reading. More independent self-selected reading results in more literacy development.” Krashen, S., Lee, SY, and McQuillan, J. 2010. “An analysis of the PIRLS (2006) data: Can the school library reduce the effect of poverty on reading achievement?” CLSA
Journal, 34 (1). (https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_infographic_resources.pdf)
Michigan.
Our duties include selecting, ordering, pre-reading, and processing books. We prepare library-skills lessons, run 45 minute classes (including time for read-aloud, a short lesson, and book checkout), check books in, repair books, keep our shelves organized, and handle overdue books and communication with parents.
Our goal is to provide a variety of appropriate reading materials, covering a broad range of interests, to inspire a love of reading in students.
“Research consistently shows that when children have access to good libraries with plenty of good books and with adequate staffing, they read more, and thus do better on reading tests. For children of poverty, libraries are typically the only possible source of reading material.” Krashen, Stephen. 2004. The Power of Reading. Westport, CONN: Libraries Unlimited and Portsmouth,
NH: Heinemann (https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_infographic_resources.pdf)
“Studies confirm that more access to books and reading material in general results in more independent self-selected reading. More independent self-selected reading results in more literacy development.” Krashen, S., Lee, SY, and McQuillan, J. 2010. “An analysis of the PIRLS (2006) data: Can the school library reduce the effect of poverty on reading achievement?” CLSA
Journal, 34 (1). (https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_infographic_resources.pdf)