This week I was so very fortunate to hear, Donalyn Miller, the author of Reading in the Wild speak at nErDcamp in Parma, Michigan. She is incredibly funny and passionate, and I just love her Texas accent. After I heard her speak I was also lucky enough to participate in a session with her and to talk and share with her in a small group! My nErDcamp experience will change the way I read the rest of the book because I now feel like I have connected with the author (if only just a little bit). I’m so happy I made the very long drive from Ohio to Michigan. You can access her slides here. Thank you so much Donalyn for sharing your knowledge! Even though I’ve only been out of my third grade classroom for two years, as I read the first chapter I was thinking how much I needed this book when I was a classroom teacher. So many of the things Donalyn writes about in chapters one and two are the exact things I experienced in the classroom. I work in a school library now and teach students in grades K-5. I often do not know my students as readers in the same way that I would if I was their classroom teacher facilitating a reading workshop. And since I see students every four days for 50 minutes, I often do not have the continuity that leads to the reflection and conferring that would help me know them better as readers, like I may have if I had access to their reader’s notebooks, if I could observe them during reading workshop, or if I could read aloud to them every day. This frustrates me. On the other hand I think the library does offer students more flexibility in their reading lives. It is a place where they don’t feel like they are being assessed and graded, and a place where they have choice. A goal for this year for me is to find a balance: I need to work harder to find ways to get to know my students as readers and to find ways to support their development of wild reading habits in the limited time I have. I read the book with the thoughts of what are the “take-aways” for my library instruction:
- Students may need to be specifically taught to find reading time outside of school. An explicit discussion of ways to find “edge” times for reading should be a library mini lesson. This lesson could also include the ideas of where students prefer to read and what obstacles prevent students from reading as much as they want. We often talk abut this when preparing for summer reading, but it should also be a discussion before the end of the year.
- I really liked the specific strategies that Donalyn included for conferring with students who are fake reading, including firm, but positive language to use, ways to suggest books to give such students a push into reading, and ways to set attainable goals that would help students to feel successful while also holding them accountable.
- One of the things I miss the most about having my own classroom is the time I spent with my students reading aloud longer texts. Of course I read aloud to my students in the library, but there is not the same sense of community around this reading. However, chapter two did give me some things to think about in regard to reading aloud in the limited time I have. I like the idea of focusing on five authors my students in each grade level should know. This seems manageable to me, even if I only read the first chapter or book talk the books by an author.
- I think one of my roles can also be to help expose my students to a variety of texts read aloud. Certainly shorter nonfiction texts could be tackled in the library, but also poetry, shorter graphic novels, and online articles could be a focus. Wonderopolis is a site I have used in the past, but definitely need to revisit again for this purpose!
- I will also participate in World Read Aloud Day in the library. Several classes in our school participate in the Global Read Aloud and I think participation in World Read Aloud Day, which is several months later, would be a great way to continue to promote global literacy with our students.
- Like Donalyn I have had the same problem of how to handle all students (not just the first library class of the day) gaining access to new books in the library. I think implementing the drawing system as I book talk these new books will definitely help build buzz about the books and the guidelines developed by her students are perfect for the library, too. I also plan to code all new books with a red “new” sticker for the first few months they are in the library this year. These coded books will not be shelved, but displayed around the library once they are returned. Hopefully, this system will help all of my classes of students to have equal access in reading the hot, new books in our library.
- Discussion of “selection reflections”, including abandoning books should also be another library mini lesson. I do think this is a discussion that classroom teachers have with their students (I did), but I believe that hearing it in the library, as well, validates its importance and it can be a discussion that builds as I see my students year after year.
- Building preview stacks as a way to scaffold book selection is something that I have done as both a classroom teacher and teacher librarian. I like the questions that Donalyn included as a way to help build the stack and will definitely add these to my teaching toolbox in the library.
- I was really glad that Donalyn included a section for curating a classroom library (and the librarian in me appreciated the flashbacks from library school with Ranganathan’s Five Laws and the MUSTIE acronym). I have recently read some comments made by other school librarians about the fact that classroom libraries are not neccessary, if a school has a library. I do not believe this to be true at all. Classroom teachers know their students as readers in a way that librarians do not and can add to their classroom libraries to meet students needs. School libraries offer a place for students to try something new and to build on what they read in the classroom. There is an important and crucial place for both classroom and school libraries. It should not be about competition, but collaboration between the two.
Looking forward to reading the rest of Reading in The Wild and to reading what you think!
Laura Komos
July 12, 2014 at 6:42 pm
Jamie,
NerdCamp just added a whole new dimension to reading Donalyn’s book, right?! So fun!
Yours is definitely a library I’d want to visit! Your comments show just how thoughtful and intentional you are about your work with readers. I was so happy to hear that you read to students in your library (for the past several years, our students have not been read to, even in K-2.) I totally agree with your sentiments about classrooms needing a library, even if a school library is available. It increases excitement, engagement, and access to books. I love the fact that you are embracing the idea of drawings for new books in your library! What a great way to create equal chances for all kids to get their hands on the newest titles.
So excited to read more of your thoughts next week!
Jamie Riley
July 13, 2014 at 3:10 pm
Hi Laura,
In my library I’m working to integrate literacy and technology, so there are times when I don’t read to students as much as I would like to. I liked the part of Reading in the Wild when Donalyn talked about reading shorter texts and it made me think that even if I don’t read a book every library time I could read a poem, online article, or other short text. I think it is so important, but like all teachers I’m trying to balance how to fit it all in. Looking forward to participating on your blog next week!
Jamie
jarhartz
July 12, 2014 at 3:32 pm
Wow! To have someone like you in our school. We are lucky to have someone there to check out books for three hours a day. It’s hurry in and hurry out.
I’m with you on the explicit teaching of edge time. I also have those readers who are faking it. I’ve got to re read those sections on firm, but positive conferring. Thank you for your insights on Donalyn’s book.
Jamie Riley
July 13, 2014 at 3:03 pm
I’m seeing more and more how lucky I am to work where I do. In my district we have a full time librarian at every school (elementary included). I see all 1st through 5th grade students every four days in my school and teach them technology skills integrated with other literacies. I’m also working to give students choice and to use a workshop approach in the library. Definitely still learning and working toward my goals! I visited your blog and will revisit it again-thanks for sharing your thinking!
Jamie
Angie aka Ms. O
July 10, 2014 at 10:45 pm
I just finished the book a couple days ago. I agree … in the coming year I plan to make a intentional effort to teach kids how to make time to read outside of school! And confer more directly with the “frequent flyers” that are in the library sometimes three and four times a day–they are a mix of not really reading and choosing books that are way too easy.
I have to admit when reading both of her books … it’s not that I see the classroom and school libraries as competition. Just in my personal experience (I was a HS Spanish teacher before becoming a teacher librarian so in this area I don’t have the same background to draw upon) there have been two things that give me pause to classrooms creating huge collections.
One … when the teacher won’t ever let kiddos come to the campus library outside of a set class time. “We have so many books in the room.” Well, yes, you might but they are all 15+ years old. Please WEED and let the kids check out the occasional graphic novel or drawing book or non-fiction, non “chapter book” title when they come to see us! (Luckily that is not the majority of our campus … but it does happen enough I’m constantly working on it.)
And then also just from a budgetary standpoint. Teachers don’t have unlimited budgets. The new teachers who don’t have 15 years of books sitting around. Why do they need to spend so much personal $ when we can fill many needs? I’ve had cuts but I still get a budget (and rules are that I cannot give books to classrooms … they have to be available in the campus collection for everyone to share or sent to district warehouses for disposal). Especially when I ask repeatedly for classroom suggestions when making orders because you are right … the teachers know many kids better than I do. Especially newer kids that I haven’t been building relationships with since they were in kindergarten. Even buying used or adding up Scholastic points still adds up.
So … I don’t mean to make it sound competitive or grumpy. I really don’t. I’ve just always wished in her books she talked as specifically about collaboration with TLs as she does on Twitter. Then the teachers that read her books won’t have to feel bad if they don’t have the $ to buy hundreds of books each year and the ones that are mired in the outdated collection, well … they usually aren’t reading her book anyway.
Jamie Riley
July 12, 2014 at 10:46 am
Hi Angie,
You have very valid points and I agree with them. Thanks for posting, so I could think about the other side. I think my main point was the collaboration piece. If such collaboration was happening then maybe it could be a win-win for both sides. I very much agree with your last point. I’ve heard Donalyn speak twice now (and also follow her on twitter) and I think she is a supporter of school libraries. It doesn’t come out in the book, as much as in person. I know that several teachers in my school will be reading this book, so that is one reason I wanted to read it, as well. If we both have that shared experience then maybe we can start a conversation about how we can best support our students and each other.
Jamie
PS-I visited you blog and got several ideas-thanks!
Michelle @litlearningzone
July 10, 2014 at 10:07 pm
Wow! I would love, love, love to work with you in my school library! The title of your blog says it all! I’m so glad that you are participating in the #cyberPD conversations and that you bring a unique perspective as well being a former classroom teacher and currently a librarian. I think setting your goal about balance is perfect — and allowing choice in the library!!!
So, first of all, lucky you to head to NerdCamp and also meet Donalyn! Another new experience hearing her and also reading her book. My mind is spinning!
I think the ideas and suggestions you have shared from the book will make such a huge impact in your library and school. You are truly planning great conversations and creating a whole school reading community! I love it. Just out of curiosity … are teachers present during the 50 min. time? Wouldn’t that be something if they were hearing the same message and having similar conversation in the classroom too?!? (That is one of my frustrations as a reading specialist in my school … )
I, too, loved the idea of the 5 touchstone authors/books to know! And being K-5 (and reading more YA than I should), I wanted to create these lists with the help of many nerdy friends. Not sure if you saw this resource: http://padlet.com/mnero/Touchstone, but I’d love for you to share some authors! Perhaps it will also be a resource to you!
Thanks, Jaime, for sharing your thinking! I can’t wait to hear more!
Michelle
Jamie Riley
July 12, 2014 at 11:00 am
HI Michelle,
Thanks so much for your kind words. I’m definitely still a work in progress and since I also am working to integrate technology and 21st century skills it’s hard to find time to do it all (I know every teacher feels that way). My students visit the library as part of the related arts (specials) rotation. I see them every four days for 50 minutes. The teachers are not present with their classes because my class is during their planning time. I try to tell teachers what our focus was in the library that day and I often ask the kids what they are working on to make connections to their classroom learning, but it can be difficult to make that happen. It will be my third year as the media specialist (and my third year at my current school). My goal this year is to find ways to more effectively collaborate. Have you found ways to do this that work well for you?
Thanks so much for the Padlet (I am loving Padlet after seeing it used so much at Nerd Camp). I will add to it and use it for sure!
Jamie
PS-I am on a YA reading kick this summer, too. I’m reading the Giver quartet right now, but read some John Green and We Were Liars, too. I could not put down We Were Liars!
Cathy Mere
July 9, 2014 at 10:13 pm
Jamie,
Reading your post made me think about all of the things I’m likely going to miss about having my own classroom. I’m just going to put that aside for a bit to discuss two advantages I think you have as the media specialist. The first as you said, “It is a place where they don’t feel like they are being assessed and graded, and a place where they have choice.” Secondly, I think you have the distinct advantage of watching readers grow across time. You know them, and can influence there decisions, in ways we cannot in one year’s time.
Cathy
Jamie
July 10, 2014 at 9:23 pm
HI Cathy,
You will miss things about the classroom, but I see it as a set of tradeoffs. I think for every thing you miss, there is a new thing you will love. I’m sad that you won’t be in the classroom anymore because I know that you did wonderful things, but I’m certain you will make a huge difference in your new role, too. Are you staying in the same school?
Thanks for the comment and for organizing such a great event!
Jamie
Deb Frazier (@Deb_Frazier)
July 9, 2014 at 9:13 pm
Jamie,
As I read your post I was thinking, “Oh,Oh, pick me!” It’s so funny you were thinking about the classroom because i am a classroom teacher and I was thinking about the media center! How can I help my kids make better book choices in the media center? How can I get them reading in the media center? I want my kids to see the media center as an extension of the classroom. If only we were in the same building… looking forward to reading more of your thoughts!
Jamie
July 9, 2014 at 11:45 pm
I think I was commenting to you when you were commenting to me-too funny! And I agree- I would love to be in the same building with you! Was Christina Dorr your media specialist? She was a mentor of mine when I got my library degree at Kent State. Though there are some challenges of our fixed library schedule in Dublin, I like that it does allow for teacher librarian guidance when students are choosing books. Having the classroom teacher on board be even better! Looking forward to reading more from you, too. Thanks for the twitter shout out 🙂
Jamie