READING FOR COMPREHENSION
AND UNDERSTANDING IN THE 21ST
CENTURY.
How is this achieved?
Who is responsible?
Kerry Pierce Conklin
Why is this important?
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Students need to learn how to read for
comprehension so they can succeed as they
transition from grade to grade and into the
real world.
Teachers and librarians are both responsible
for helping students with this concept by
collaborating with one another.
Students will gain a lot more knowledge and
understanding if we show them how to utilize
the techniques and strategies that lead to
critical thinking and making connections.
Learning Goals and Objectives
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Understanding the 6 comprehension strategies and
how to implement them.
How we can help students make connections to
allow for deeper understanding of what they are
learning.
Understand Evidence Based Practice and the
importance of EBP.
How teachers and librarians can
work together and “coteach.”
American Association of School Librarians
“Reading is a foundational skill for 21st-century
learners. Guiding learners to become engaged and
effective users of ideas and information and to
appreciate literature requires that they develop as
strategic readers who can comprehend, analyze, and
evaluate text in both print and digital formats.
Learners must also have opportunities to read for
enjoyment as well as for information. School
librarians are in a critical and unique position to
partner with other educators to elevate the reading
development of our nation’s youth.”
Strategies for Comprehension
Best Practices in Reading Instruction
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They indicate that connections are made to text, to
self, to the world.
 Make
connections to their own life experiences.
 Prior knowledge.
 Build
on what students already know.
 Help students make connections.
 KWL Charts.
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Teachers and librarians need to model the idea of
making connections.
Evidence Based Practice
What is it?
•
Why it is important for students,
teachers and the librarian?
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What are the outcomes?
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Working Together
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Developing a shared vocabulary and shared
instructional practices
 Classroom
teachers and librarians may not know terms
used by the other when teaching information literacy
skills
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Team teaching
 One
teaching/one supporting
 Parallel teaching
 Team teaching
Activity
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Choose 2 lessons that you currently teach in your classroom which you
think would benefit from coteaching with the librarian.
Which type of team teaching would you choose to use with each
lesson?
Why would this be the most effective team teaching?
What type of techniques would you incorporate? You can use ones that
were mentioned in the presentation or ones that you use in your
classroom right now which are successful.
After everyone has had a chance to answer these questions we will go
over your ideas.
Evaluation
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Were the learning objectives met?
Was the information presented in a clear,
concise way?
Did you learn a lot about the topic?
Would you be interested in incorporating
the techniques and information in this
presentation in the classroom?
How can the presentation be improved?
Any other comments?
References
American Association of School Librarians. (2011). Position Statement on the School Librarian’s Role in Reading.
Retrieved April14, 2011, from
http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/positionstatements/roleinreading.cfm
McKenzie, Jamie. (2005). Power reading and the school library. From Now On The Educational Technology
Journal, 14(6), Retrieved April 17, 2011 from http://www.fno.org/sum05/powerread.html
Moreillon, J. (2008). position yourself at the center: coteaching reading comprehension strategies. Teacher
Librarian, 35(5), 27-34.
Moreillon, J. (2009). READING & THE LIBRARY PROGRAM. Knowledge Quest, 38(2), 23-30.
Todd, Ross.(2008). The Evidence-Based Manifesto for School Librarians. School Library Journal, 54(4), 38-43.
Trinkle, Catherine. (2009).Reading for Meaning: Making Connections and Searching for Answers. School Library
Media Activities Monthly, 15(6), 48-50.