Actually, I was on a rather opposite position: That the time taken to
read novels in library class needs careful review, based on the limited
time we have available and the complete range of the curriculum we are
mandated to cover. The orig poster was asking who else read novels in
library time.
Some of the discussion also addressed combining a lit study with a
research project since many librarians do not have opportunity to
coordinate a project with a classroom teacher. I don't think anyone was
saying never read to a class.
One sub point was that we may not be fully aware of the IL curriculum
that needs covering. A major point is that WE are the ones best trained
(and avocation) to teach it. Who better in your building knows how to
teach taking notes, evaluating resources, and citation than ourselves?
And who better to show the teachers the best new literature to read
aloud, show admin the research on the benefits, provide materials to go
with book choices, or teach read aloud skills?
One thing I may not have been clear enough on was that I have been an
elem specialist for nine years. I just recently moved (returned) to
middle-8) after 8 years as a elementary-5) media specialist. Most state
standards that I have seen for IL initiate in primary and expand through
intermediate and onward so it is not a elem/sec dichotomy.
And no, not trying to prove everyone else's POV as wrong. But there is a
strong case for making sure we are doing our job right. And that means
being very clear on what the standards are and how best to meet them (in
many cases, we or our cohorts developed them). Yes, there is a lit
component, just as there is often a 'book care' piece. But we don't
ignore one to concentrate on another, we budget our time and effort for
the maximum effectiveness. I've done IL training or in-services in two
states (k-12) and had many participants that were not aware they had an
Information Literacy curriculum.
BTW, the child_lit list
(http://www.rci.rutgers.edu/%7Emjoseph/childlit/about.html) is just
winding up a multiple threads on differences between reading a book and
listening to it. Advantages and disadvantages, accessibility, listening
and reading at same time, activities while listening, favorites. I think
it would be worth reviewing it for their ideas and perspectives. There
are also occasional threads on 'becoming a reader' that are quite
illuminating.
Robert Eiffert,Media Specialist
Pacific Middle School
Evergreen SD, Vancouver Washington
beiffert@attbi.com
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Dan Robinson
Sent: Tuesday, August 27, 2002 11:23 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: Re: Robert Eiffert's comments on reading aloud
Actually, hasn't anyone else noticed the split in the comments??
Elementary (k-8) versus Secondary (8-12). Yes 7-8 *is* caught in the
middle. <g>. Robert also started with an unreal (to me) position...
that you read novels to your library classes from cover to cover and all
library period. That would be quite unrealistic in most cases anywhere.
The focus at the elementary levels will be quite different from the
focus at the secondary levels.
I was thinking of John Politis' situation, where he's going from high
school to elementary. I hope he doesn't get the impression from this
that reading aloud to the students is a forbidden activity at his new
level. It's a *part* of the whole.
Dan Robinson
HW Wilson Company
Bronx, NY
drobinson@hwwilson.com
> -----Original Message-----
> From: Marian Royal [mailto:marianroyal@HOTMAIL.COM]
> Sent: Tuesday, August 27, 2002 1:58 PM
>
>
> I was just going to stay out of this discussion, but I find myself
> moved to reply.
>
> Robert, with all due respect, it seems no matter what anyone else
> posts, you're going to prove it wrong. Someone posted earlier that
> there is no
> one-size-fits-all answer. I personally agree with that. You are not
> "right" in you viewpoint and no one else is "wrong
> ". Conversely, no one else is "right" and you are not "wrong". Each
> individual situation calls for its individual approach and we all have
> different perspectives.
>
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