TEXAS LIBRARY ASSOCIATION
STRATEGIC INITIATIVE CE SERIES
INNOVATIONS IN SCHOOL LIBRARIAN AND PARENT RELATIONS
A RESOURCE GUIDE
WEBINAR HANDOUT
SEPTEMBER 28, 2010
The documents, resources, and template materials included in
this handout are intended for the use of TLA and Texas PTA
members. Please feel free to adapt these resources to meet
your needs.
Webinar Presenters: Naomi Bates, Susan Geye, Jennifer
LaBoon, Gloria Meraz, Leah Filzow-Perez, and Chris Salerno,
With assistance from Cindy Buchanan.
WWW.TXLA.ORG
INFORMATION FOR PARENTS CAN BE FOUND AT:
WWW.TXLA.ORG/PARENTS-KIDS-SCHOOL-LIBRARIES
A COPY OF THIS FULL DOCUMENT CAN BE FOUND AT:
WWW.TXLA.ORG/TASL/PARENT-RESOURCES
TEXAS LIBRARY ASSOCIATION
3355 BEE CAVE ROAD, STE. 401
AUSTIN, TX 78746
WWW.TXLA.ORG
1.512.328-1518
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Webinar: Innovations in School Librarian & Parent Relations
Table of Contents
Section I: Working with Parents: Materials for Parents ……………………………………………. 3
Checklist Sheet: Document 1.1……………………………………………………………………………………. 4
Introduction Letter to Parent (English): Document 1.2 ……………………………………………….. 5
Introduction Letter to Parent (Spanish): Document 1.3 ………………………………………………. 6
“21st Century Skills @ Your School Library” (English): Document 1.4 …………………………… 7
“21st Century Skills @ Your School Library” (Spanish): Document 1.5 …………………………. 8
“Homework Help – K-12 Database Program” (English): Document 1.6 ……………………….9
“Homework Help – K-12 Database Program” (Spanish): Document 1.7 ………………….. 10
Letter to Parent about Reading Lists (English): Document 1.8 …………………………………… 11
Letter to Parent about Reading Lists (Spanish): Document 1.9 …………………………………..12
Texas Bluebonnet Award Program Intro (English) Document 1.10 …………………………… 13
Texas Bluebonnet Award Program Intro (Spanish): Document 1.11 .…………………………. 14
“Reading with Your Children” (English): Document 1.12 …………………………………………….15
“Reading with Your Children” (Spanish): Document 1.13 ………………………………………….. 16
“Why Care about School Libraries?” (English): Document 1.14 ………………………………… 17
“Why Care about School Libraries?” (Spanish Document 1.15): ………………………………… 18
Section 2: Working with PTAs ………………………………………………………………………………… 19
PTA Resolution on School Libraries: Document 2.1 ……………………………………………….20-21
Introduction Letter to Local PTA President: Document 2.2 ……………………………………….. 22
Calendar of Library Activities: Document 2.3 ……………………………………………………………..23
Sample Program 1: Healthy Lifestyles Overview and Checklist: Document 2.4 …….. 24-25
Sample Program 1: Healthy Lifestyles Resource List: Document 2.5 …………………….. 26-28
Sample Program 1: Healthy Lifestyles Article for Parents (English) Document 2.6 ...29-32
Sample Program 1: Healthy Lifestyles Article for Parents (Spanish)Document 2.7….33-36
Sample Program 2: Technology Fair Overview: Document 2.8 ………………………………….. 37
Volunteer Suggestions: Document 2.9 ……………………………………………………………………. 38
Section 3: School Library Presentations
“Short Introduction to Our School Library” –slides and script ………………………………. 39-41
“It’s not just books and stories! A look at school library standards”
A graphic on format and a complete outline of slide content …………………… 42-49
Credits ………………………………………………………………………………………………………………….. 50
TEXAS LIBRARY ASSOCIATION
ASSOCIATION
Innovations in School Librarian and Parent Relations Resource Guide,TEXAS
Table LIBRARY
of Contents,
page - 2 Innovations in School Librarian and Parent Relations Resource Guide, Section I page - 2 Innovations in School Librarian and Parent Relations Resource Guide
Webinar: Innovations in School Librarian & Parent Relations
Section 1: Working With Parents
SCHOOL LIBRARIAN RESOURCES
MATERIALS FOR PARENTS
These resources are crafted to help school librarians interact with parents and help
inform them of the school library’s resources and contribution to their student’s
education.
List of Resources
Document 1.1: Checklist Sheet
Document 1.2: Introduction Letter to Parent (English)
Document 1.3: Introduction Letter to Parent (Spanish)
Document 1.4: “21st Century Skills @ Your School Library” by Jennifer LaBoon. This
article was featured in the PTA’s newsletter, The Voice (English)
Document 1.5: “21st Century Skills @ Your School Library” by Jennifer LaBoon. This
article was featured in the PTA’s newsletter, The Voice (Spanish)
Document 1.6: “Homework Help – K-12 Database Program” by Jennifer LaBoon. This
article was featured in the PTA’s newsletter, The Voice (English)
Document 1.7: “Homework Help – K-12 Database Program” by Jennifer LaBoon. This
article was featured in the PTA’s newsletter, The Voice (Spanish)
Document 1.8: Letter to Parent about Reading Lists (English)
Document 1.9: Letter to Parent about Reading Lists (Spanish)
Document 1.10: Texas Bluebonnet Award Program Intro (English)
Document 1.11: Texas Bluebonnet Award Program Intro (Spanish)
Document 1.12: “How School Librarians Can Assist You: Reading with Your Children”
(English)
Document 1.13: “How School Librarians Can Assist You: Reading with Your Children”
(Spanish)
Document 1.14: “Why Care about School Libraries?” (English)
Document 1.15: “Why Care about School Libraries?” (Spanish)
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DOCUMENT 1: CHECKLIST
Before you use these resources, please go through this checklist.
_______ Read all the materials so that you are knowledgeable about what each
document covers.
_______ Talk with your principal about this packet of resources. Make sure you clear
sending information home with students about the school library. In many
campuses, you will likely have to seek permission.
_______ Decide on when is the best time to send materials home to parents. Your
consultation with your school principal may help give you some guidelines.
_______ Find out how many students are in your school. Determine if you will send
information home with all grades or targeted groups of students. Depending
on how you will distribute information, you will need to determine how many
copies to make. You might also consider which documents to save for events
when parents will be at the school.
_______ You may also want to check on the meeting schedule for the local PTA group.
You may want to send information for those gatherings.
_______ VERY IMPORTANT – Note that the letters in Spanish refer to librarians in the
feminine. If you are a male librarian, please be sure to substitute “la
bibliotecaria” to “el bibliotecario” (the masculine form). In each of the letters
where the feminine form has been used, the word or words to be changed
have been noted in red.
_______ Be sure to personalize each message with the individual name of the school,
your name, and any campus logos or contact information that you have.
_______ You are welcome to change the text, add color, and format the documents.
Make them your own!
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DOCUMENT 2: INTRODUCTION LETTER PARENT (ENGLISH)
Date
Name of School
Address of School
City, TX, Zip
Dear Parent,
I am so thrilled to be the school librarian at [name of school], where I can work with
your child and all the kids at our campus. I am committed to helping your child learn
and succeed. My role is to support students in their efforts to complete assignments,
research projects, learn to use technology effectively, and find the best resources
possible for their needs.
Our library offers access to many books, ebooks (those are books viewable on
computers), Internet databases (electronic “libraries” of journal articles, magazines,
maps, and other research materials), computers, and other resources.
As a parent, you too have access to our databases which are available online through
the school library’s website.
Go to: [fill in URL]
Login: [fill in this info for the district]
Our school library is a learning center for our students and provides vital instruction and
support to help prepare them for the future. I welcome the opportunity to visit with
you. Please stop by the library or email me if you have any questions.
We are partners is your child’s education, and I look forward to the coming months.
Best Wishes,
[signature]
School Librarian
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DOCUMENT 3: INTRODUCTION LETTER PARENT (SPANISH)
Date
Estimado Padre,
Es un gran placer ser la bibliotecaria/el bibliotecario en la escuela [fill in name of
school], donde trabajo con su hijo/a y con todos los estudiantes de la escuela. Estoy
cometido/a para ayudar a su hijo/a aprender y ser exitoso/a. Mi parte es soportar a los
estudiantes en sus esfuerzos para completar sus tareas, proyectos de investigación, usar
la tecnología eficazmente, y encontrar los recursos mejores para sus necesidades.
Nuestra biblioteca tiene muchos libros, libros electrónicos (que se pueden ver en la
computadora), recursos en el Internet (artículos electrónicos, revistas, mapas, y otros
materiales de investigación), computadoras, y otros recursos.
Como padre, usted también tiene acceso a los recursos que están disponibles en la
computadora en la página electrónica de la biblioteca.
Vaya a: [fill in URL]
Clave: [fill in Login information for the district]
Nuestra biblioteca es un centro de aprendizaje para nuestros estudiantes y provee
instrucción vital y apoyo para prepararlos para el futuro. Espero tener la oportunidad
de conocerlo/a personalmente. Favor de pasar por la biblioteca o enviar un correo
electrónico si tiene alguna pregunta.
Somos compañeros en la educación de su hijo/a, y espero con interés los próximos
meses.
Sinceramente,
Bibliotecario/a de la Escuela
[Name of School]
TEXAS LIBRARY ASSOCIATION
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DOCUMENT 4: “21 CENTURY SKILLS” ARTICLE (ENGLISH)
21st Century Skills @ Your School Library
By Jennifer LaBoon
Dr. Seuss and Jane Austen are still there, but did you know that in today’s school
libraries children also have access to Internet resources and electronic content? School
librarians are trained not only to champion literacy but also to teach students to
navigate the information superhighway safely and with finesse - to teach information
literacy skills across the curriculum.
Being literate in the 21st Century is not just about reading and writing and the ability to
do math. Library programs in our schools focus on your children, who are digital natives
and will be the leaders of tomorrow. Librarians help students learn to collaborate with
others on campus, and also globally. We must teach students how to transfer their
knowledge of gaming techniques, and social media like Facebook to real life classroom
learning experiences.
Preparing students for a future that is difficult to predict is a challenging endeavor, but
according to the American Association of School Librarians Standards, 21st century
school librarians should prepare students to:
 Inquire, think critically, and gain knowledge.
 Draw conclusions, make informed decisions, apply knowledge to new situations,
and create new knowledge.
 Share knowledge and participate ethically and productively as members of our
democratic society.
 Pursue personal and aesthetic growth.
These are all skills that will help students be successful, whatever their future holds.
Good library programs and certified librarians will continue to challenge students to
become better readers, more skillful researchers, critical thinkers, and ethical users of
information. Our mission is to teach the skills children need to effectively and efficiently
find, evaluate, and use information to meet their educational and personal needs. Our
goal is to continue to increase the use of the libraries and be an integral part of student
success on every school campus in Texas.
Resource Links:
 Texas Library Association Reading Lists for Students (to promote voluntary
reading): http://www.txla.org/html/reading. html
 National Library Standards for 21 Century Learners: http://
www.ala.org/ala/mgrps/divs/ aasl/guidelinesandstandards/ learningstandards/
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DOCUMENT 5: “21 CENTURY SKILLS” ARTICLE (SPANISH)
21st Century Skills @ Your School Library
Habilidades del Siglo 21 @ en su biblioteca escolar
por Jennifer LaBoon
Los libros de “Dr. Seuss” y de la autora “Jane Austen” todavía se encuentran allí, pero ¿sabían ustedes que
en las bibliotecas escolares de hoy en día, los niños también tienen acceso a recursos del Internet y
contenido electrónico? Las bibliotecarias/os de las escuelas están capacitados no solamente en promover
la alfabetización sino también enseñan a los estudiantes a navegar el Internet con seguridad y sabiduría –
e incluso enseñan destrezas de la búsqueda de información a través del currículo.
Ser alfabetizado en el siglo 21 no solamente es el saber leer, escribir y conocer la matemática. Programas
de biblioteca en nuestras escuelas se enfocan en sus hijos, quienes conviven en el mundo digital y quienes
serán los líderes de mañana. Las bibliotecarias/os ayudan a nuestros estudiantes aprender a colaborar
con otros en sus escuelas y también através del mundo entero. Debemos enseñar a los estudiantes cómo
transferir sus conocimientos y habilidades técnicas de juegos y ambientes digitales como el “Facebook” a
experiencias de aprendizaje reales.
Preparar a los estudiantes para un futuro que es difícil de predecir es difícil tarea, pero según los
estandáres de la asociación Americana de bibliotecarias escolares, “American Association of School
Librarian Standards,” las bibliotecarias/os de escuela del siglo 21 deben preparar a los estudiantes a:




Investigar, pensar críticamente, y obtener sabiduría.
Extraer conclusiones, hacer decisiones informadas, aplicar los conocimientos a nuevas
situaciones, y crear nuevos conocimientos.
Compartir conocimientos y participar éticamente y productivamente como miembros de nuestra
sociedad democrática.
Perseguir el crecimiento personal y estética.
Estas son todas las habilidades que ayudarán a los estudiantes tener éxito. cualquiera que sea su futuro.
Programas de biblioteca de calidad y bibliotecarias/os certificados seguirán desafiando a los estudiantes a
ser mejores lectores, más hábil investigadores, pensadores críticos, y ser usuarios éticos de la
información. Nuestra misión es enseñar las habilidades que los estudiantes necesitan para encontar,
evaluar y utilizar la información para satisfacer sus necesidades educativas y personales en una manera
eficaz y efectiva. Nuestra meta es el seguir aumentando el uso de las bibliotecas y ser una parte integral
del éxito de los estudiantes en cada escuela en Tejas.
Enlaces de recursos:
 Listas de lectura para estudiantes del “Texas Library Association” o Asociación de Bibliotecas de
Tejas (para promover la lectura voluntaria): http://www.txla.org/html.reading.html
 Estandares nacionales de biblioteca para los estudiantes del siglo 21 (National Library Standards
for 21 Century Learners):
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/
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DOCUMENT 6: “HOMEWORK HELP ” ARTICLE (ENGLISH)
Homework Help - K-12 Databases Program
By Jennifer LaBoon
It’s 8:30 at night, and you just finished dinner, dishes, soccer practice, and, you believe,
all homework, until suddenly, your child says, “Oh, wait! I forgot that my research for
my project is due tomorrow.” What do you do? Get on the internet and “google” it?
Turn to Wikipedia? How about using the same databases that college students use, but
that are designed for easy use for K-12 students? Did you know that the state funding
provides access to databases for students, commonly referred to as the K-12 Databases?
You can access these from home or at school with a user name and password. These
databases are free to your students for use at home and at school and offer up-to-date
accurate information--without pop-ups or other commercial messaging.
The login screen for the K-12 Databases Program is located at
http://web.esc20.net/access. Your school or school library may also provide this access
through its own website. Be sure to check with your school librarian for the user names
and passwords, so you’ll be ready for an emergency. Parents can use them too!
From this webpage, you have access to the following resources:

A comprehensive collection of full text periodicals, biographies, primary source
documents, essays, almanacs, reference books, pamphlets, newspapers,
transcripts, photos, maps and more. These 34 databases provided by EBSCO
Publishing are accessible through user-friendly screens designed for different
grade levels-Searchasaurus (elementary), Kids Search (elementary and middle
school), and Student Research Center (middle and high school).

Four encyclopedias in English and two in Spanish provided by Encyclopaedia
Britannica that contain over 124,000 articles plus photos, illustrations, maps, and
videos. Also included are interactive learning materials and games, a world atlas,
timelines, a dictionary, and a thesaurus. All materials are aligned to state
curriculum standards.
The K-12 databases are a terrific resource that parents can use to help their kids with
homework. Parents can use them too!
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DOCUMENT 7: “HOMEWORK HELP ” ARTICLE (SPANISH)
“Homework Help – K-12 Databases Program”
Ayuda con la tarea – Programa de Base de Datos de Kinder al nivel doce 12
By Jennifer LaBoon
Son las 8:30 de la noche, acaba de terminar la cena, lavar los platos, la práctica de fútbol, y cree
que, todas la tareas, hasta que de repente su hijo dice: “¡O espera! Se me olvidó que mi
investigación para mi proyecto escolar se entrega mañana.” ¿Qué hace? ¿Ir al internet para
buscar en Google? ¿Ir a Wikipedia? ¿Qué tal si usan las mismas bases de datos que usan los
estudiantes universitarios, pero que están diseñados para estudiantes de Kinder hasta nivel 12?
¿Sabía usted que fondos del estado de Tejas proveen acceso para los estudiantes a las bases de
datos, y que se refieren comúnmente como “K-12 Databases” o bases de datos nivel Kinder
hasta nivel 12? Usted puede accesar a estos sitios desde su hogar o en la escuela con un nombre
de usuario y palabra clave. Estas bases de datos se ofrecen gratis a sus hijos para uso en el
hogar y en la escuela y ofrecen información precisa – sin avisos “pop-ups” o mensajes
comerciantes.
La página web para accesar las bases de datos “K-12 Databases Program” se encuentra en:
http://web.esc20.net/access. Su escuela o biblioteca de la escuela también puede proveer
acceso a través de su propio sitio web. Asegúrese de consultar con su bibliotecaria/o de la
escuela para los nombres de usuario y palabras claves y así estar listos para una emergencia.
¡Los padres pueden utilizar estos recursos también!
Desde esta página web, usted tiene acceso a los siguientes recursos:

Una colección comprensiva de publicaciones de texto completo, biografías, documentos
de recursos primarios, ensayos, almanaques, libros de referencia, folletos, periódicos,
transcripciones, fotos, mapas y más. Estos 34 bases de datos proporcionadas por EBSCO
Publishing son accesibles a través de pantallas de fácil uso diseñadas para diferentes
niveles - “Searchasaurus” ( primaria), “Kids Search” (primaria y secundaria), y “Student
Research Center” o centro de investigaciones estudiantil (secundaria y preparatoria).

Cuatro enciclopedias en inglés y dos en español provisto por “Encyclopedia Britannica”
contiene más de 124,000 artículos con fotos, ilustraciones, mapas y videos. También se
incluyen materiales interactivos de enseñanza con juegos, un atlás mundial, líneas
cronológicas, un diccionario y un tesauro. Todos los materiales están alineados con los
estandáres del currículo del estado.
Los bases de datos “K-12” son unos recursos exelentes que los padres pueden utalizar para
ayudar a sus hijos con sus tareas. ¡Los padres los pueden utilizar también!
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DOCUMENT 8: LETTER TO PARENT ABOUT READING LISTS (ENGLISH)
Dear Parent,
As a school librarian, part of my job is to help kids find books they will enjoy reading. I
know that you and I share the goal of wanting to help kids develop a lifelong
appreciation for reading.
Texas school librarians have put together some wonderful reading lists for children and
teens. You may find yourself wondering what books your son or daughter would like to
read. The following lists have been developed by a statewide community of librarians.
Thousands of books are considered every year.
These lists are developed with several considerations in mind. The main point is to offer
kids a choice of reading materials that are engaging and well-written. These books are
not required reading, and kids can choose to read what they like. While not every child
will like every book, we are confident that every child will find some books of interest in
them.
Our goal is to help create lifelong readers.
Here are the lists.
2x2: Age 2 through 2nd grade
Texas Bluebonnet Award: Third through sixth grade
Lone Star: Sixth through eighth grade
Tayshas: High school
Maverick: Graphic novels
To find the full listing of books for all of these lists, go to:
http://www.txla.org/reading-lists
We encourage you to promote reading at home. We hope your family enjoys many
wonderful adventures in the pages of these books.
[fill in name]
School Librarian
Name of School
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DOCUMENT 9: LETTER TO PARENT ABOUT READING LISTS (SPANISH)
Carta a los padres sobre las listas de lectura
Estimado Padre,
Como bibliotecaria/o de la escuela, parte de mi trabajo es ayudar a los niños a encontrar
libros que les gusta leer. Yo sé que usted y yo compartimos el objectivo de querer
ayudar a los niños a desarrollar una apreciación por la lectura que dure toda la vida.
Bibliotecarios/as escolares de Texas han compuesto varias listas de lectura para niños y
adolecentes. Tal vez se encuentra preguntándose de que tipo de libros le gustaría leer a
su hijo o hija. Las listas siguientes se han desarrollado por una comunidad estatal de
bibliotecarias/os. Miles de libros se consideran cada año.
Éstas listas fueron desarroyadas con varias consideraciones en cuenta. El punto
principal es ofrecer a los niños una variedad de materiales de lectura son atractivos y
bien escritos. Estos libros no son de lectura obligaroria, y los niños pueden elegir leer lo
que les guste. Aunque sabemos que a todos los niños no les gustarán todos los libros en
las listas, estamos seguros de que todos encuentren algunos libros que les interesen.
Nuestra meta es ayudar a crear lectores por vida.
Aquí están las listas.





2x2: Dos años hasta segundo grado
Texas Bluebonnet Award: Tercer a sexto grado
Lone Star: Sexto a octavo grado
Tayshas: Escuela secundaria
Maverick: Novelas gráficas
Para encontrar la listas completas de libros, vaya a: http://www.txla.org/reading-lists
Le animamos a promover la lectura en casa. Esperamos que su familia disfrute de
muchas aventuras maravillosas en las páginas de estos libros.
[Your Signature]
Bibliotecaria/o de la Escuela
[Name of the School]
TEXAS LIBRARY ASSOCIATION
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DOCUMENT 10: TEXAS BLUEBONNET AWARD PROGRAM INTRO (ENGLISH)
In 1979, the Texas Bluebonnet Award (TBA) was established to encourage the children
of Texas to read for fun. Each year a committee of Texas librarians chooses 20 books for
children to read and enjoy. This list of books is called the Texas Bluebonnet Award
Master List. It is made up of different types of books such as fiction, nonfiction, poetry,
biography and picture books. From these 20 books, it is our hope that each child in
grades three, four, five or six will find five (5) titles that they will be able to read and
enjoy.
The most exciting part of the Texas Bluebonnet Award for children and librarians is the
voting time in January. Each child who has read at least five of the Bluebonnet Master
List books is allowed to vote for their favorite. All of the votes from all over Texas are
tabulated and a winner is announced! Last year over 191,000 children voted in the
Texas Bluebonnet Award election!
Parents can help children participate in these ways:
 Talk to the child’s school librarian to find the Texas Bluebonnet Award list of
books each year.
 Find the TBA books in the school library or in the local public library. Titles on the
list are chosen for children in grades 3, 4, 5, and 6. A librarian can help find those
of interest to your child.
 Allow the child to choose the books that are of interest.
 Find Bluebonnet Book clubs at public libraries, bookstores or in school libraries.
 Listen to Bluebonnet Books on CD in the car as you ride.
 Read the books together with your child. It also counts if the child listens to
books being read by someone else.
 Remember, this if for fun! Allow them to try several books in order to find their
favorites.
 Children may certainly read all 20 books, but they only need to read five (5) to
vote.
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DOCUMENT 11: TEXAS BLUEBONNET AWARD PROGRAM INTRO (SPANISH)
Premio Bluebonnet de Texas
En 1979 el Premio de Texas Bluebonnet fue establecido para animar a los niños de Texas
a leer por diversión. Cada año un comité de bibliotecarios/as de Texas elige veinte libros
para que los niños lean y disfruten. Esta lista de libros se llama Lista Maestra del Premio
Texas Bluebonnet. Se compone de diferentes tipos de libros, tales como ficción, no
ficción, poesía, biografías, y libros ilustrados. De estos veinte libros, es nuestra
esperanza de que cada niño en los grados tres, cuatro, cinco o seis se encuentran cinco
(5) títulos que ellos son capaces de leer y disfrutar.
La parte más emocionante del Premio de Texas Bluebonnet para los niños y los
bibliotecarios/as es el tiempo de votar en enero. Cada niño(a) que ha leído por lo menos
cinco libros de la Lista Maestra se le permite votar por su favorito. ¡Todos los votos de
Texas son se tabulan y se anuncia un ganador! ¡El año pasado más de 191,000 niños
votaron en las elecciónes del Premio Texas Bluebonnet!
Los padres pueden ayudar a los niños en las siguientes formas:
 Hablar con el/la bibliotecario/a de la escuela del niño para encontrar la lista de
libros nominados al Premio Texas Bluebonnet.
 Encontrar los libros del Premio Texas Bluebonnet en la biblioteca de la escuela o
en la biblioteca pública local. Los títulos en la lista son elegidos para niños en los
grados 3, 4, 5, y 6. Un/a bibliotecario/a puede ayudar a encontrar los de interés
para su niño/a.
 Permitir a su niño/a elegir los libros que son de interés.
 Encuentrar clubes de libros Bluebonnet en bibliotecas públicas, librerías, o en
bibliotecas escolares.
 Escuchar los libros Bluebonnet en CD en el coche.
 Leer los libros con su hijo/a. También cuenta si su niño/a escucha los libros leídos
por alguien más.
 Recuerde, esto es para la diversión. Permita explorar varios títulos para
encontrar sus favoritos.
 Los niños sin duda pueden leer los veinte libros, pero sólo tienen que leer cinco
(5) para votar.
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DOCUMENT 12: HOW SCHOOL LIBRARIANS CAN ASSIST YOU: READING WITH YOUR
CHILDREN (ENGLISH)
How School Librarians Can Assist You:
Reading with Your Children
How to Read Aloud to Your Child and Why It's Important
According to the Family Literacy Foundation, the many benefits of reading aloud with
children are:
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Children's self esteem grows as they experience the security of having a parent
or other caring person read aloud with them.
Children experience increased communication with parents and other family
members.
Children are introduced to new concepts such as colors, shapes, numbers, and
alphabet, in a fun, age appropriate way.
Children build listening skills, vocabulary, memory, and language skills.
Children develop imagination and creativity.
Children learn information about the world around them.
Children develop individual interests in special subjects like dinosaurs, cats, or
cars.
Children learn positive behavior patterns and social values.
Children learn positive attitudes towards themselves and others.
CHILDREN LEARN THE JOY OF READING!
From the American Association of School Librarians.
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DOCUMENT 13: HOW SCHOOL LIBRARIANS CAN ASSIST YOU: READING WITH YOUR
CHILDREN (SPANISH)
Cómo bibliotecarios/as escolares pueden aydar
Leer con sus hijos
Cómo leer en voz alta a su hijo y por qué es importante
Según la Fundación de Educacion Familiar, los beneficios de leer en voz alta con los
niños son:
 El autoestima de los niños crece cuando experiencian la seguridad de tener un
padre u otra persona cuidante que lea en voz alta con ellos.
 Los niños experencian mejor comunicación con sus padres y otros familiares.
 Los niños son introducidos a nuevos conceptos como colores, formas, números,
y el alfabeto, de una forma divertida y adecuada para su edad.
 Los niños construyen las habilidades para eschuchar, el vocabulario, la memoria,
y el lenguaje.
 Los niños desarrollan la imaginación y la creatividad.
 Los niños aprenden del mundo que les rodea.
 Los niños dearrollan intereses individuales en sujetos especiales como los
dinosauros, los gatos, o los automóviles.
 Los niños aprenden patrones de conducta positivos y los valores sociales.
 Los niños prenden actitudes positivas hacia sí mismos y a otros.
 ¡LOS NIÑOS APPRENDEN EL PLACER DE LEER!
Desde la Asociación Americana de Bibliotecarios Escolares
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DOCUMENT 14: “WHY CARE ABOUT SCHOOL LIBRARIES” (ENGLISH)
Why Care About School Libraries?
An abundance of evidence strongly supports the connection between student
achievement and the presence of school libraries with qualified school library media
specialists. When library media specialists work with teachers to support learning
opportunities with books, computer resources, and more, students learn more, get
better grades, and score higher on standardized test scores than their peers in schools
without good libraries.
SCHOOL LIBRARIES ARE CRITICAL
FOR STUDENT ACHIEVEMENT
Across the United States, research has shown that students in schools with good school
libraries learn more, get better grades, and score higher on standardized test scores
than their peers in schools without libraries. From Alaska to North Carolina, more than
60 studies (including one conducted in Texas) have shown clear evidence of this
connection between student achievement and the presence of school libraries with
qualified school library media specialists.
SCHOOL LIBRARIES HAVE AN
IMPORTANT ROLE IN TEACHING
Today’s library media specialists are important instructional partners or consultants in
supporting and expanding existing curriculum. These specialists are working with
teachers to change what is possible in the classroom and support exciting learning
opportunities with books, computer resources, and more.
SCHOOL LIBRARIES ARE LEADING THE WAY
FOR TECHNOLOGY USE IN SCHOOLS
No longer are school libraries just for books, they have become “school library media
centers” with computer resources that enable children to engage meaningfully with a
wide variety of information. These centers with trained staff support the use of
electronic information resources not just in the center, but help to integrate these
resources in classrooms and throughout the curriculum.
From: School Libraries Work, Updated Edition (2008), Scholastic Research & Results.
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DOCUMENT 15: “WHY CARE ABOUT SCHOOL LIBRARIES” (SPANISH)
¿Por qué se preocupan por las bibliotecas escolares?
La abundancia de evidencia apoya la conexión entre el éxito estudiantil y la presencia
de bibliotecas escolares con bibliotecarias/os calificados. Cuando las bibliotecarias/os
trabajan con maestros para apoyar las oportunidades de aprendizaje con libros,
recursos electrónicos, y más, los estudiantes aprenden más, obtienen mejores
calificaciones, y obtienen mejores resultados en las pruebas estandarizadas que sus
pares en las escuelas sin buenas bibliotecas.
BIBLIOTECAS ESCOLARES SON CRÍTICAS PARA EL DESEMPEÑO ESTUDIANTIL
En todo los Estados Unidos, las investigaciones han demonstrado que los
estudiantesden las escuelas con buenas bibliotecas escolares aprenden más, obtienen
mejores calificaciones, y la puntación mas alta en los resultados de las pruebas
estandarizadas que sus pares en las escuelas sin bibliotecas. Desde Alaska hasta Carolina
del Norte, más de 60 estudios (entre ellos uno realizado en Texas) han demostrado una
clara evidencia de esta conexión entre el éxito estudiantil y la presencia de bibliotecas
escolares con bibliotecarias/os escolares capacitadas.
BIBLIOTECAS ESCOLARES TIENEN UN PAPEL IMPORTANTE EN LA ENSEÑANZA
Las bibliotecarias/os escolares de hoy son importantes socios de instrucción y
consultantes para apoyar y expandir el programa de estudios existente. Estos
especialistas están trabajando con maestros para cambiar lo que es posible en el aula y
apoyar oportunidadesemocionantes de aprendizaje con libros, recursos electrónicos, y
más.
BIBLIOTECAS ESCOLARES SON LÍDERES EN EL USO DE LA TECNOLOGÍA EN LAS
ESCUELAS
Las bibliotecas escolares ya no son solo para los libros; se han convertido en “centros
escolares de medios de comunicación” con recursos electrónicos que permiten a los
niños a participar significativamente con una amplia variedad de información. Estos
centros con el personal capacitado apoyan el uso de recursos de información
electrónicos no sólo en el centro, sino también ayudan a integrar estos recursos en las
aulas y en todo el currículo.
De: School Libraries Work, Updated Edition (2008), Scholastic Research & Results.
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Get to Know Your PTA and How To Work with Them!
 Find out about Texas PTA (www.txpta.org)
 Read the Texas PTA Resolution on School Libraries
Document 2.1: PTA Resolution
 Find out about your local PTA Chapter
Who are the officers?
When do they meet?
What areas of interest do they have?
 Send a letter of introduction
Document 2.2: Letter to PTA President
 Offer to make a presentation about the school library
 Provide general information (handouts) about the school library
Document 1.10: “How School Librarians Can Assist You: Reading with
Your Children” (English)
Document 1.11: “How School Librarians Can Assist You: Reading with
Your Children” (Spanish)
Document 1.12: “Why Care about School Libraries?” (English)
Document 1.13: “Why Care about School Libraries?” (Spanish)
 Provide a general calendar of library activities
Document 2.3: Calendar of Library Activities
 See if you can partner with your local PTA on a project. Remember, the more
parents and educators partner together, the more our kids learn and succeed!
Sample Collaborative Programs
1) Healthy Lifestyles (this a huge area of parent and statewide concern)
a. Document 2.4: Sample Program 1 – Overview Sheet and Checklist
b. Document 2.5: Sample Program 1— Resource list for librarians
c. Document 2.6: Article on Health for Parents (English)
d. Document 2.7: Article on Health for Parents (Spanish)
2) Technology Fair for Parents
a. Document 2.8: Sample Program 2 – Technology Fair Overview
 Provide your local PTA with a list of fun volunteer opportunities
Document 2.9: Volunteers Suggestions
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Document 2.1
Texas PTA: Resolution for Strong School Libraries
Whereas, public school accountability requires school districts to raise standards to
improve student performance; and
Whereas, 21st Century students and educators must have the resources, information,
and skills to use effectively; and
Whereas, The Needs of Public School Libraries, a study completed in 2008 by the Texas
Education Agency and the Texas State Library and Archives Commission, reports
that school libraries support core curriculum areas, enabling students to achieve
their potential and fully participate now and in the future in the social,
economic, and educational opportunities of our state, nation, and world; and
Whereas, school libraries are a vital instructional component of education in K-12
learning environment, providing specialized programming for at-risk students
and conducting programs that are proven to help keep kids in school; and
Whereas, the National PTA has, by resolution, firmly established the need for
afterschool programs and urges state and federal lawmakers to increase
investment in such programs; and
Whereas, school library programs are among the most established and versatile forms
of afterschool programs, and communities would benefit from having specific
efforts directed and strengthening school library programs; and
Whereas, Texas research has demonstrated that over 10% more students in schools
with professional librarians and quality library programs than those students in
schools without professional librarians and quality school library programs met
minimum state expectations in standardized testing reading scores; and
Whereas, school librarians are the frontline educational professionals who teach
students and faculty how to locate, evaluate, and use information effectively and
ethically; and
Whereas, school librarians are certified and must hold a master’s degree, pass a
graduate level exam on library media functions and supporting school curricula,
and have two years of classroom teaching experience; and
Whereas, the school librarian works with students to safely and efficiently navigate the
internet; and
Whereas, a statewide 2008 poll of Texas registered voters indicated that 84% strongly
agree (and 99% total agree) that school libraries are an essential part of the
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education experience and 94% agree that school librarians are critical to student
achievement; and
Whereas, incentives to improve and raise the standards of learning and preparing for
higher education, or substantive work knowledge must logically include a
certified, highly qualified librarian who serves as the guide and provider of
knowledge for the school’s students, teachers, and administrators; and
Whereas, NCLB requires highly qualified teachers in instructional settings and school
libraries are prime areas of instruction; and
Whereas, standard textbooks or course-specific instructional materials only provide the
beginning for learning, and true cognitive development is best served from
supporting research to offering incentives for voluntary reading, providing
specialized age-appropriate and authoritative e-journals, and resources such as
those available through school libraries; and
Whereas, state funding of school districts has put a financial strain on public schools and
has endangered the provision of quality school library programs staffed by highly
qualified certified school librarians and thus sacrificing the quality education for
students; and
Whereas, Texas had 5,061 librarians serving over 4, 651,516 students in 8,195 schools
during the 2007-2008 school year,
Resolved that Texas PTA encourages districts to provide highly qualified certified
librarians and quality school library programs at every campus and
Resolved that Texas PTA urges the state of Texas to recognize all districts that provide
highly qualified certified librarians and quality school library programs at every
campus.
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Document 2.2: Letter to PTA President
Date
Name of PTA President
Mailing Address
City, TX, Zip
Dear [Mr. or Ms. fill in last name],
I am so thrilled to be the school librarian at [fill in name of school], where I can work
with all of the children at our campus. As PTA president, you play a crucial role in the
success of our school and our kids. Like you and all our local PTA members, I am
committed to helping our children learn and do well in their academic careers.
My role is to support students in their efforts to complete assignments, research
projects, learn to use technology effectively, and find the best resources possible for
their needs. Our library offers access to many books, ebooks (those are books viewable
on computers), Internet databases (electronic “libraries” of journal articles, magazines,
maps, and other research materials), computers, and other resources.
I believe that the more parents and educators partner together, the more we can
strengthen the learning environment for our kids. Therefore, I extend an open
invitation to you to come by and tour our library. I very much welcome the opportunity
to learn how I can better support our parent community and to offer ways that parents
can help support our school library program.
Our school library is a learning center for our students and provides vital instruction and
support to help prepare them for the future. Our library offers so many wonderful
activities, and I would love parents to know more about these efforts. I very much look
forward to the opportunity of working with you and our local PTA group.
Best Wishes,
[Your Signature]
School Librarian
[Name of School]
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Document 2.3: Calendar of Library Events
Be sure to add your own dates of importance!
Banned Books Week (ALA)
Observed the last week of September.
Teen Read Week (YALSA)
Celebrated the third full week of October.
International School Library Day (IASL)
Celebrated annually on the fourth Monday of October.
Children's Book Week (Children's Book Council)
Celebrated annually in November.
TLA’s Legislative Day
February 16, 2011
School Library Media Month (AASL)
Celebrated annually in April.
National Library Week (ALA)
Celebrated annually in April.
TLA Annual Conference
April 12-16, 2011
El día de los niños/El día de los libros
Celebrated annually on April 30.
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Document 2.4: Sample Project 1 – Healthy Lifestyles
Overview Sheet and Checklist
1. Pick a theme and time for your project.
Look up the national registry of health observances. Is there a date or week that
aligns with a state or national observance?
If not, make up a special event:
 “A Healthy Start to a New Semester” – pick any week from
January 15 – February 15
 “Getting Fit for Spring” – pick any week in February or March
 “Healthy Minds, Health Bodies” – whenever!
You’ll want to consult with health teachers and coaches. They may have great ideas
and want to participate.
2. Prepare resources
 List of websites
 Highlight K-12 Database Resources
 List of books on health, fitness, and sport figure biographies
 Find fun exercises
 Highlight fun cookbooks for kids and teens
3. Send information to parents
 General article
 Resource list
 Work with PTA to have a training for parents (PTA has special training available
for parents)
4. Sample list of activities for students
 Track nutrition intake and physical activities for a week. Work with your health
teacher on this one.
 Read a book on health and fitness
 Have kids come up with a unique recipe using local foods
 Have kids come up with a diary “A day in the life of a healthy kid.”
5. Family activities
 Watch health video together
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 Track family nutrition and activity time
6. Working with PTA to Make Your Program a Success
 Have PTAers conduct a session for parents
 Have PTAers help judge contest on student recipes or “Day in the life” entries
 Ask PTA to contribute gift certificates to winners – perhaps $25 certificates to a
sporting goods store or a book store
 Have PTAers promote the event on Twitter and Facebook
 Ask PTAers to help you bring health and nutrition presenters to the library
 Ask PTAers to share their stories about health and fitness
 Ask PTAers to write up a story about the health initiative for the school’s paper
or your local community paper.
7. Hold your event and have fun!
 Collect comments
 Take photos
 Save examples
 Archive Tweets and postings
 Have PTAers put together a digital album of materials
 Publicize your work
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Document 2.5: Resource List for Librarians
Health Websites and Resources for Kids, Teens, & Parents
This partial listing is from Finding Health and Wellness @the Library: A Consumer Heath Toolkit for Library
Staff. A project of the California State Library and the National Network of Libraries of Medicine. August
2010. See pages 31-32. www.library.ca.gov/lds/docs/HealthToolkit.pdf
CDC List of Web Sites for Kids and Teens
The Family Health section of the CDC web site provides a great list of health-related sites
intended especially for this age group.
 http://www.cdc.gov/family/kidsites/index.htm
KidsHealth.org
The premier, comprehensive, online resource for kids’ health information, KidsHealth is divided
into three main sections: Parents, Kids, and Teens. Each section has significant content available
in Spanish, accessible by clicking the En Espanol button (bottom of left sidebar). The site also
includes a teachers’ section with lesson plans and materials for different ages and grades.
 http://kidshealth.org/
 http://kidshealth.org/kid/en_espanol/esp_land_pg/ [Spanish]
BAM! Body and Mind from the Centers for Disease Control and Prevention
The CDC produces this colorful, interactive site for kids 9-13 years old.
 http://www.bam.gov/
The Yuckiest Site on the Internet: Your Gross & Cool Body
From Discovery Health for Kids, Your Gross & Cool Body is an interactive, fun and informative
site.
 http://yucky.discovery.com/flash/body/
Girlshealth.gov – Be Healthy. Be Happy. Be You. Beautiful.
If you are a girl ages 10-16, here is a site just for you. Learn how to be healthy and stay healthy
as you grow up, and get reliable information on health issues you may face. You can also get tips
on handling relationships with family and friends, at school and at home. Included are message
boards, quizzes, interactive games, and other fun stuff to help you deal with emotions, bullying,
safety, and much more.
 http://www.girlshealth.gov/
MyPyramid for Kids
MyPyramid is an interactive site to help users learn about nutrition, healthy eating habits, and
the role of physical activity in maintaining a healthy weight. The site includes sections for kids
(age 6-11) and for preschoolers (age 2-5).
 http://www.mypyramid.gov/Kids/
 http://www.mypyramid.gov/Preschoolers/index.html
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When Do Children and Teens Need Vaccinations?
A chart with schedules for all vaccinations, ages 6 months to 18 years of age, from the
Immunization Action Coalition, in cooperation with the CDC.
 http://www.immunize.org/catg.d/p4050.pdf
 http://www.immunize.org/catg.d/p4050-01.pdf [Spanish]
Bright Futures Family Materials
Bright Futures is a child health initiative from Georgetown University. Many of the materials
here are easy-to-read and available in Spanish. The site includes activities sheets for kids,
nutrition information for children as they grow, and family tip sheets.
http://www.brightfutures.org/familymaterials.html
http://www.brightfutures.org/spanish/ [Spanish]
Speak up: Prevent Errors in Your Child’s Care
You can make a difference in your child’s care by asking the right questions and being actively
involved when you visit the doctor’s office or hospital. These tips from Healthy Roads Media can
help you prepare for a successful outcome.
 http://www.healthyroadsmedia.org/english/Files/pdf/EngSpUpPedsBas.pdf
Body Mass Index (BMI) Charts for Children and Teens (Health Check Tool)
Learn if your child has a healthy growth and development pattern by using this BMI Calculator
from KidsHealth. Calculate your child’s body mass index (BMI) to compare their weight with
height and age, and get more information on what these figures mean.
 http://kidshealth.org/parent/food/weight/bmi_charts.html#a_Calculating_BMI
Children’s Growth Calculator
Here is an easy to use calculator from the Magic Foundation to assess your child’s growth. The
step-by-step guide will help you get accurate measurements.
 http://www.magicfoundation.org/Growth_chart/main_growthchart.html
Healthy Children
This comprehensive site (from the American Academy of Pediatrics) for parenting kids from
prenatal until adulthood covers diseases, staying healthy, mental and social concerns, school
problems, and safety. Parents of prospective and new teen drivers will appreciate the site’s
“Teen Driving Agreement.”
 http://www.healthychildren.org/English/Pages/default.aspx
CYFERnet.org
Contains a marvelous wealth of links to excellent resources for families concerning marital
relationships and the health, education, and psychosocial development of children (ages 0-18).
Browsing may be more effective than searching; begin by clicking on the appropriate age
category.
 http://www.cyfernet.org/home.php
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Child & Family WebGuide
This directory of web resources on children (ages 0-18) and parenting from Tufts University may
be browsed by age of child or via the categories of Parenting, Education, Child Development,
Health, Medical Sites, and Others.
 http://www.cfw.tufts.edu/
Resource Guides, Maternal and Child Health Library
Librarians from Georgetown University have compiled an extensive list of resources on maternal
and child health. Areas worth exploring include the Knowledge Paths (including the link below
for Spanish-Language Health Resources); Resource Guides for Special Populations and Topics,
Directories, and Bibliographies.
 http://www.mchlibrary.info/products.html
 http://www.mchlibrary.info/KnowledgePaths/kp_spanish.html [Spanish]
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Document 2.6: Article on Kids and Exercise (English)
This article is used following the guidelines of www.kidshealth.org.
Kids and Exercise
When most adults think about exercise, they imagine working out in the gym on a
treadmill or lifting weights.
But for kids, exercise means playing and being physically active. Kids exercise when they
have gym class at school, soccer practice, or dance class. They're also exercising when
they're at recess, riding bikes, or playing tag.
The Many Benefits of Exercise
Everyone can benefit from regular exercise. Kids who are active will:
 have stronger muscles and bones
 have a leaner body because exercise helps control body fat
 be less likely to become overweight
 decrease the risk of developing type 2 diabetes
 possibly lower blood pressure and blood cholesterol levels
 have a better outlook on life
Besides enjoying the health benefits of regular exercise, kids who are physically fit sleep
better and are better able to handle physical and emotional challenges — from running
to catch a bus to studying for a test.
The Three Elements of Fitness
If you've ever watched kids on a playground, you've seen the three elements of fitness
in action when they:
1. run away from the kid who's "it" (endurance)
2. cross the monkey bars (strength)
3. bend down to tie their shoes (flexibility)
Parents should encourage their kids to do a variety of activities so that they can work on
all three elements.
Endurance is developed when kids regularly engage in aerobic activity. During aerobic
exercise, the heart beats faster and a person breathes harder. When done regularly and
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for continuous periods of time, aerobic activity strengthens the heart and improves the
body's ability to deliver oxygen to all its cells.
Aerobic exercise can be fun for both adults and kids. Examples of aerobic activities
include:
 basketball
 bicycling
 ice-skating
 inline skating
 soccer
 swimming
 tennis
 walking
 jogging
 running
Improving strength doesn't have to mean lifting weights. Although some kids benefit
from weightlifting, it should be done under the supervision of an experienced adult who
works with them.
But most kids don't need a formal weight-training program to be strong. Push-ups,
stomach crunches, pull-ups, and other exercises help tone and strengthen muscles. Kids
also incorporate strength activities in their play when they climb, do a handstand, or
wrestle.
Stretching exercises help improve flexibility, allowing muscles and joints to bend and
move easily through their full range of motion. Kids look for opportunities every day to
stretch when they try to get a toy just out of reach, practice a split, or do a cartwheel.
The Sedentary Problem
The percentage of overweight and obese kids and teens has more than doubled are
becoming more sedentary. In other words, they're sitting around a lot more than they
used to.
According to the Kaiser Family Foundation, the average child is watching about 3 hours
of television a day. And the average kid spends 5½ hours on all screen media combined
(TV, videos and DVDs, computer time outside of schoolwork, and video games).
One of the best ways to get kids to be more active is to limit the amount of time spent in
sedentary activities, especially watching TV or playing video games. The American
Academy of Pediatrics (AAP) recommends that children under the age of 2 years watch
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no TV at all and that screen time should be limited to no more than 1-2 hours of quality
programming a day for kids 2 years and older.
How Much Exercise Is Enough?
Parents need to ensure that their kids get enough exercise. So, how much is enough? All
kids 2 years and older should get at least 60 minutes of moderate to vigorous exercise
on most, preferably all, days of the week.
The National Association for Sport and Physical Education (NASPE) offers expanded
activity guidelines for infants, toddlers and preschoolers:
Age
Minimum Daily Activity
Comments
Infant
No specific requirements
Physical activity should
encourage motor development
Toddler
1½ hours
30 minutes planned physical
activity AND 60 minutes
unstructured physical activity
(free play)
Preschooler
2 hours
60 minutes planned physical
activity AND 60 minutes
unstructured physical activity
(free play)
School Age
1 or more hours
Break up into bouts of 15
minutes or more
Infants and young children should not be inactive for prolonged periods of time — no
more than 1 hour unless they're sleeping. And school-age children should not be
inactive for periods longer than 2 hours.
Raising a Fit Kid
Here are some tips for raising fit kids:
 Help your child participate in a variety of activities that are age-appropriate.
 Establish a regular schedule for physical activity.
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 Incorporate activity into daily routines, such as taking the stairs instead of the
elevator.
 Embrace a healthier lifestyle yourself, so you'll be a positive role model for your
family.
 Keep it fun, so you can count on your child to come back for more.
Reviewed by: Mary L. Gavin, MD
Date reviewed: February 2009
Note: All information on KidsHealth® is for educational purposes only. For specific medical advice,
diagnoses, and treatment, consult your doctor.
© 1995- 2010 The Nemours Foundation. All rights reserved.
This information was provided by KidsHealth®, one of the largest resources online for medically reviewed
health information written for parents, kids, and teens. For more articles like this, visit KidsHealth.org or
TeensHealth.org. © 1995- 2010 . The Nemours Foundation/KidsHealth®. All rights reserved.
www.kidshealth.org
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Document 2.7: Article on Kids and Exercise (Spanish)
This article is used following the guidelines of www.kidshealth.org.
Los niños y el ejercicio
Cuando la mayoría de los adultos piensa en hacer ejercicio, se imaginan corriendo en la
cinta en un gimnasio o levantando pesas en la sala de musculación.
Pero para los niños hacer ejercicio significa jugar y estar físicamente activo. Los niños
hacen ejercicio en las clases de gimnasia, en los entrenamientos de fútbol o en las clases
de baile que se imparten en algunos centros de enseñanza. Y también hacen ejercicio a
la hora del recreo, jugando al escondite o montando en bicicleta.
Los muchos beneficios del ejercicio
Todo el mundo puede beneficiarse de hacer ejercicio regularmente. Los niños que llevan
una vida activa:
 tendrán los huesos y los músculos más fuertes
 tendrán menos grasa corporal porque el ejercicio ayuda a controlar la grasa
corporal
 tendrán menos probabilidades de desarrollar sobrepeso
 tendrán menos probabilidades de desarrollar diabetes tipo 2
 posiblemente tendrán la tensión arterial y el colesterol más bajos
 tendrán una actitud más positiva ante la vida.
Aparte de los beneficios de hacer ejercicio regularmente relacionados con la salud, los
niños que están en forma duermen mejor y son más capaces de afrontar los desafíos
físicos y emocionales que les plantea el día a día —se trate de correr para que no se les
escape el autobús, agacharse para atarse un zapato o estudiar para un examen.
Los tres componentes del buen estado físico
Si ha observado alguna vez a un grupo de niños jugando en un parque, habrá visto los
tres componentes del buen estado físico en acción cuando algún niño:
1. se escapaba de su perseguidor en el juego del escondite (resistencia)
2. se desplazaba por las barras metálicas colgándose de los brazos (fuerza)
3. se agachaba, flexionando rodillas y cintura, para atarse un zapato (flexibilidad)
Los padres deberían animar a sus hijos a practicar una variedad de actividades para que
trabajen estos tres componentes.
La resistencia se desarrolla participando regularmente en actividades aeróbicas. Durante
el ejercicio aeróbico, el corazón bombea más deprisa y se respira más intensamente.
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Cuando se practica regularmente y durante períodos continuos de tiempo, la actividad
aeróbica fortalece el corazón y mejora la capacidad del organismo para llevar oxígeno a
todas sus células.
El ejercicio aeróbico puede ser muy divertido tanto para los adultos como para los
niños. He aquí algunos ejemplos de actividades aeróbicas:
baloncesto
ciclismo
patinaje sobre ruedas
patinaje en línea
fútbol
natación
tenis
caminar
hacer footing
correr
Para desarrollar la fuerza no siempre es imprescindible levantar pesas. Aunque algunos
niños pueden beneficiarse de hacer pesas, deberían hacerlo siempre bajo la supervisión
de un adulto con experiencia que los fuera guiando. Pero la mayoría de niños no
necesitan un programa de levantamiento de pesas formal para estar fuertes. Las
flexiones, los abdominales, las dominadas y otros ejercicios ayudan a tonificar y
fortalecer los músculos. Los niños también incorporan actividades de fuerza en sus
juegos cuando trepan por estructuras diversas, hacen el pino o se revuelcan simulando
pelearse.
Los estiramientos ayudan a mejorar la flexibilidad, permitiendo que músculos y
articulaciones se muevan y flexionen con facilidad, cubriendo toda la gama de
movimientos. Los niños buscan oportunidades para hacer estiramientos cada día
cuando intentan alcanzar objetos que están fuera de su alcance, se abren de piernas o
dan volteretas en el sofá.
El problema del sedentarismo
El porcentaje de niños con sobrepeso se ha más que duplicado durante los últimos 30
años. Aunque hay muchos factores que contribuyen a esta epidemia, uno de los
principales es que los niños se están volviendo más sedentarios. En otras palabras,
pasan mucho más tiempo sentados que antes.
Según la Academia Americana de Pediatría (AAP), el niño promedio ve unas tres horas
de televisión al día. Y un niño promedio pasa 5’5 horas diarias delante de distintos tipos
de pantallas, según la Kaiser Family Foundation.
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Los niños pequeños no deben permanecer inactivitos durante períodos de tiempo
prolongados —no más de una hora seguida a menos que estén durmiendo. Y los niños
en edad escolar no deben permanecer inactivos durante más de dos horas seguidas.
Una de las mejores maneras de fomentar la actividad física en los niños es limitar la
cantidad de tiempo que dedican a actividades sedentarias, sobre todo a ver la televisión
o a jugar con la videoconsola. La AAP recomienda que los niños de menos de dos años
no vean la televisión en absoluto y que, a partir de los dos años, se les limite el tiempo
que pueden pasar delante del televisor a no más de una a dos horas de programas de
calidad al día.
¿Cuánto ejercicio es suficiente?
Los padres deben asegurarse de que sus hijos hacen suficiente ejercicio. ¿Cuánto es
suficiente? Según las recomendaciones dietéticas del Departamento de Agricultura de
EE.UU. (U.S. Department of Agriculture -USDA) y del Departmento de Salud y Servicios
Humanos (Department of Health and Human Services -HHS), todos los niños de dos años
en adelante deberían hacer por lo menos 60 minutos de ejercicio de moderado a
vigoroso la mayoría, y a ser posible todos, los días de la semana. Aparte de contener
consejos prácticos sobre cómo llevar una dieta saludable y equilibrada, las nuevas
recomendaciones de estos organismos también sugieren que los niños deberían comer
más fruta, más verdura y más cereales integrales.
Estas son las recomendaciones de la Asociación Nacional para el Deporte y la Educación
Física (National Association for Sport and Physical Education - NASPE):
Edad
Actividad diaria mínima
Comentarios
Lactancia
Sin requerimientos
específicos
La actividad física debería
fomentar el desarrollo
psicomotor.
Primera infancia
1’5 horas
30 minutos de actividad física
estructurada Y 60 minutos de
actividad física
desestructurada (juego libre)
Etapa preescolar
2 horas
60 minutos de actividad física
estructurada Y 60 minutos de
actividad física
desestructurada (juego libre)
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Etapa escolar
1 hora o más
Dividirla en bloques de 15
minutos o más
Así mismo, en la página de Internet de la USDA se facilita una versión revisada de la
Pirámide de los Alimentos donde los padres pueden introducir la edad, género y nivel de
actividad de sus hijos para obtener la cantidad total de calorías que deberían ingerir y
recomendaciones para alimentarlos de forma saludable.
Criar hijos que estén en forma
Combinar la actividad física regular con una dieta saludable es la clave para llevar un
estilo de vida saludable.
He aquí algunos consejos para criar hijos que estén en forma:
Ayude a su hijo a participar en una variedad de actividades que sean adecuadas
para su edad.
Establezca un horario regular para la actividad física.
Incorpore la actividad en las rutinas cotidianas, como subir por las escaleras en
vez de coger el ascensor.
Adopte también usted un estilo de vida saludable, a fin de ser un ejemplo a
seguir para su familia.
Hágalo divertido; así su hijo le pedirá más.
Revisado por: Mary L. Gavin, MD
Fecha de la revisión: abril de 2008
Nota: Toda la información incluida en KidsHealth® tiene propósitos educacionales solamente. Si necesita
servicios para diagnóstico o tratamiento, tenga a bien consultar con su medico de cabecera.
© 1995- 2010 The Nemours Foundation. Todos los derechos reservados.
This information was provided by KidsHealth®, one of the largest resources online for
medically reviewed health information written for parents, kids, and teens. For more
articles like this, visit KidsHealth.org or TeensHealth.org. © 1995- 2010 . The Nemours
Foundation/KidsHealth®. All rights reserved.
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Document 2.8: Sample Project 2 – Technology Fair
Overview Sheet
While many parents today are as technologically savvy as their children, many others
probably are not. Sometimes, it may be a little intimidating for parents to ask their kids
on the latest technologies. Most people today are familiar with the Internet, and most
have heard about Twitter, Facebook, and other social networking activities.
But, do they really understand them?
As a librarian, you can be a friendly resource for parents. Peer-to-peer, you can reach
out to parents and help them better understand some of the technologies their children
are using.
By working with your local PTA, you can set up a special program at one of their
meetings or ask to be “a regular short feature” at their scheduled meetings.
What do parents want to learn? Would they appreciate a quick in-person demo on the
use of the following…
Twitter
Facebook
Database searching
Flickr
Wikis
Blogging
Remember, many parents may not have another way of finding out tools from a
technology professional. Talk with your local PTA group. Find out how you can help
parents stay in the technology loop!
Create your own TECH SOS for parents!
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Document 2.9: Library Volunteer Opportunities Parents
Parent volunteers can be one of your strongest allies. Think creatively on how to
channel their talent and energy to strengthen the library. Think beyond fundraising
activities. You have a committed group of people with a vested interested in your
campus and library. They can be great champions on many fronts. To cultivate that
spirit, help them find fun and satisfying ways of contributing.
 Help with check in/check out duties
 Read to younger grades
 Help plan family literacy programs
 Help promote the library to parents and the community
 Help create marketing materials
 Develop fun activities that kids and parents can do at home around certain books
 Collaborate with you to find sponsors for library programs
 Help coordinate book fairs
 Help find speakers for library events
 Create a book club for parents using the Lariat List (TLA’s new reading list for
adults)
 Have them use social media to promote library events to other parents
 Have them write articles about the library and submit them to the campus or
district newsletter
 Ask for their ideas for creative programming.
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Section 3: School Library Presentations
“Short Introduction to Our Library”: A Ready-to-go Presentation
To access the PowerPoint slide file, go to www.txla.org/tasl/parent-resources and
click on “Short Introduction to Our School Library.”
Slide 1: Good afternoon [morning, evening]. My
name is [XX], your school librarian. I’m thrilled
to be here with you today to take a few
minutes to give you a quick tour of our library,
where LEARNING is our mission.
Slide 2: First, let me say with absolute
certainty—YESTERDAY’S LIBRARIES [next
slide]
Slide 3: Are not like today’s school libraries! Today’s
school libraries are energetic places for learning, where
students discover, have fun, create – all while
completing the assignments and developing lifelong
learning and information skills.
Slide 4: In the state of Texas and nationally, school
librarians are teachers first. It’s our responsibility to work
with classroom teachers to prepare students to be
successful in the 21st Century.
Slide 5: The effective school library continues to use
traditional technology, such as books, magazines,
and newspapers. Of course, we also offer students
more options. Here at [name of school], we offer a
worldwide network of information resources,
quality subscription databases and online resources,
and access to technology.
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Slide 6: There are many kinds of literacy today,
and we prepare students to interact with all
these media: print, video, electronic. For these
reasons…
Slide 8: Why do we do all of this? Not just because we think
these strategies and practices work. Dynamic school libraries
have proven results. Strong school libraries increase student
achievement. The dark blue bars on the slide show the higher
percentage of kids in Texas meeting reading standards in the
state. Students represented by the dark blue bars were at
schools with certified school librarians.
Slide 7: All of these skills are based on research
finding and best teaching practices. I plan with
teachers and work with them to teach your kids
to maximize your child’s learning experiences
using our state and district curriculum.
Slide 9: In fact, research shows the dramatic impact
strong school library programs. Where students use
the library as needed and where librarians work with
teachers, reading scores improve 8 to 22%.
Note: For your information, if you are asked, the data come
from the Texas study on the impact of school library
programs. The study was commissioned by the Texas State
Library and Archives Commission in 2001.
Slide 10: I work to support students by working with them
one-to-one, in class, and by offering them educational and
fun programs.
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Slide 11: [list and briefly mention
the special programs and activities
the library sponsors.]
Slide 12: At our campus, we believe that the best
learning experience for your child is found by
collaboration.
BY Collaborating with teachers on integrating resources,
technology, and activities into daily instruction.
AND Working with you – PARENTS – to make sure
students have the help and resources they need to
succeed.
Slide 13: Parents have a huge role in helping kids
develop a love of reading. By sharing the reading
experience with children, we make learning a family
adventure.
Slide 15: I am [insert your name here
and in the slide, along with your contact
information]. I look forward to working
with you and your kids. I am your
partner in education. Thank you very
much for the opportunity to visit with
you today. Please let me know if you
have any questions.
Slide 14: Together, we can create a
wonderful learning experience. I welcome
your participation in our school’s library
program. We have many opportunities
for volunteering.
Slides 16 and 17: Reference Slides
[You might just run through these
couple of slides quickly—just to show
them in case anyone wanted
reference information.]
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“It’s not just books and stories!
A Look at School Library Standards”
A 20 to 30 minute presentation on school library standards
Below is a preview of the presentation format. The presentation outline follows.
To access the PowerPoint slide file, go to www.txla.org/tasl/parent-resources and
click on “It’s not just books and stories.”
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“It’s not just books and stories!
A Look at Standards for School Library Programs”
A Presentation Outline
1. It’s not just books and stories!
My child + The school library = Success in the 21st Century.
2. Texas Standars for School Libraries
Texas has best practices that are benchmarks to help design, implement, measure,
and improve an effective library program.
3. Texas Library Standards require
 Accesss to materials in all formats at point of need
 Assistance to classroom teachers in the design of learning experiences to meet
student needs;
 Learning expereiences based on relevance and 21st Century Learning skills.
4. The School Library Program is…
Critical in the teaching and leanring process as an information source and content
area.
5. Translation: 21st Century Skills are…
 Not an add-on
 Not enrichment
 Apply to all subject areas
 Life skills each student must master to learn independently and work
successfully
6. Texas State Model of School Libraries: Texas Administrative Code, Title 12. Cultural
Resources, Part 1, Chapter 4 Standards
“offer education, training, and guidance to students and staff in the use of
information technology resources.”
7. Translation
Fully integrated into instruction, providing skills to access information and ideas.
Translation:
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8. Translation
20 years of research on effective teaching practice tells us: teaching skills in isolation
is ineffective; provides no long term retention.
9. Texas State Model of School Libraries: Texas Administrative Code, Title 12. Cultural
Resources, Part 1, Chapter 4 Standards
“provides relevant, meaningful instruction based on multiple resources.”
10. Translaton
20 years of research on effective teaching practice tells us: information literacy and
problem soloving skills must occur within the content areas as part of relevant and
real world experiences.
11. The school library program is…
Administration, library media specialist, students, and teachers working as a team to
ensure that the program positively contributes to the learning process.
12. Translation
 Best practice requires collaborative planning between classroom teachers and
school librarians
 School Librarian is a teacher first and should be part of grade level and
department planning
13. Texas State Model of School Libraries: Texas Administrative Code, Title 12. Cultural
Resources, Part 1, Chapter 4 Standards
“applies an information problem-solving process to curriculum-related learning
objectives.”
14. The school library program is…
A discovery learning lab that uses traditional resources and new technologies as
standard teaching and learning tools.
15. Translation
 Not abandoning print material
 Providing digital resources
 Providing instruction in location, analysis, and evaluation of information in all
media
 Multiple literacy skills
16. The school library program is…
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Based around a convenient, comfortable, and aesthetically inviting location with
necessary furnishings and tools.
17. Translation
 Has the equipment and electrical and data resources needed to serve student
learning needs
 Is an inviting and user-friendly facility
 Can accommodate invidvidual and group learning
 Provides a variety of media for discovery learning and problem solving
18. Texas State Model of School Libraries: Texas Administrative Code, Title 12. Cultural
Resources, Part 1, Chapter 4 Standards
“serves an an information center that provides…flexible access to resources and
technologies, fully integrated into the instructional process.”
19. Translation
Students, classes and teachers can get to the library when they need it, not just on
an appointed day and time.
20. The school library program is…
A partnership with teachers to foster and support a love of reading and the pursuit
of knowledge in its many forms and media.
21. Translation
The library media center and its staff exist to support instruction, student learning,
and the pursuit of knowledge through print, video, audio, electronic media, and
collaboration.
22. Texas State Model of School Libraries: Texas Administrative Code, Title 12. Cultural
Resources, Part 1, Chapter 4 Standards
“encourages and provides opportunities for collaborative planning and teaching by
librarians and teachers.”
23. National Standards for the 21st Century Learner support
 Inquiry
 Critical thinking
 Applying knowledge
 Developing informed decisions
 Creating new knowledge
 Ethical use of information
 Personal growth
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24. On-line tools for Texas students
 Magazine databases
 Encyclopedia Britannica (three levels and in Spanish)
 Available from any computer with Internet connectivity
25. How do we get it all done?
 Relevant instruction
 Multiple resources
 Information problem solving
 Application to authentic real world experience
 Collaboration
 Evaluation of sources
26. What does the research say?
Library activities that impact student performance and higher test scores:
 Planning with teachers
 Teaching collaboratively with teachers
 Training teachers to use technology more effectively
27. What does the research say?
Libraries with only a librarian (and no support staff) rarely perform collaborative,
curriculum, or integration activities.
28. What does the research say?
Schools without librarians are lower performing on standardized tests than schools
with librarians.
29. What does the research say?
In libraries with library aides only, instruction and 21 Century skills activities are not
being performed because library aides are not trained to perform them.
30. What does the research say?
For libraries to have the greatest impact on student performance, libraries need to
be staffed, at a minimum, with both a librarian and an aide. … Texas Study
31. What does the research say?
Libraries staffed with librarians and aides are associated with:
 Increased library use
 More visits to the library by individual students
 More literacy skills instruction
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
More books and materials checked out
…Texas Study
32. What does the research say?
Test scores tend to be higher for all types of schools where there is a certified school
librarian.
33. What does the research say?
Test scores tend to be higher for all types of schools where library staff spend more
time:
 Delivering library/information services
 Literacy instruction to students
 Collaborating with teachers on instructional units
 Training teachers in information access
…Alaska Study
34. What does the research say?
Test scores tend to be higher for all types of schools where the library:
Is open longer hours
 Has a cooperative relationship with the public library
 Provides online access to information via the Internet
…Alaska Study
35. What does the research say?
Schools with well-developed library media programs average 10% to 18% higher on
reading scores. …Colorado Study
36. What does the research say?
When libraians collaborate with classroom teachers, reading scores increase 8% to
21% ...Colorado Study
37. What does the research say?
When students can use the library as needed, reading scores improve 13 to 22%
...Colorado Study
38. What does the research say?
When students can access library resrouces using the Internet, reading scores rise
6% to 25%....Colorado Study
39. What does the research say?
Reading scores increase with increases:
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


In integration of information litearacy with the curriculum
In time spent by school librarians teaching cooperatively with teachers
Teaching information literacy independently
…Pennsylvania Study
40. What does the research say?
Reading scores increase with increased in:
 Providing in-service training to teachers
 Serving on standards committees
 Serving on curriculum committees
 Managing information technology
…Pennsylvania Study
41. What’s the result?
An effective library program helps develop
 Analytic skills,
 Thinking across subjects,
 Problem solving skills,
 Divergent thinking,
 Independent learners,
 Leadership and condence.
42. References
 American Association of School Librarians. (2007). Standards for the 21stCentury Learner. Chicago, IL: American Library Association.
 Lance, Keith Curry, et al. (2000). How school libraries help kids achieve
standards: The second Colorado Study. San Jose, CA: Hi Willow Research and
Publishing.
 Lance, Keith Curry, et al. (2000). Information empowered: The school
librarian as an agent of academic achievement in Alaska schools. San Jose,
CA: Hi Willow Research and Publishing.
 43. Lance, Keith Curry, et al. (2000). Measuring up to standards: The impact
of school library programs & information literacy in Pennsylvania schools.
San Jose, CA: Hi Willow Research and Publishing.
 Smith, Ester G. (2001). Texas school libraries: Standards, resources, services,
and students’ performance. EGS Research and Consulting.
 Texas State Library and Archives Commission. (2005). School Library
Programs: Standards and Guidelines for Texas, revised. Texas Administrative
Code, Title 13. Cultural Resources, Part I. Texas State Library and Archives
Commission, Chapter 4. School Library Programs, Subchapter A. Standards
TEXAS LIBRARY ASSOCIATION
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Section 3: School Library Presentations
and Guidelines, Section 4.1. Austin, TX: Texas State Library and Archives
Commission.
43. References
 Lance, Keith Curry, et al. (2000). Measuring up to standards: The impact of
school library programs & information literacy in Pennsylvania schools. San
Jose, CA: Hi Willow Research and Publishing.
 Smith, Ester G. (2001). Texas school libraries: Standards, resources, services,
and students’ performance. EGS Research and Consulting.
 Texas State Library and Archives Commission. (2005). School Library
Programs: Standards and Guidelines for Texas, revised. Texas Administrative
Code, Title 13. Cultural Resources, Part I. Texas State Library and Archives
Commission, Chapter 4. School Library Programs, Subchapter A. Standards
and Guidelines, Section 4.1. Austin, TX: Texas State Library and Archives
Commission.
TEXAS LIBRARY ASSOCIATION
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Webinar: Innovations in School Librarian & Parent Relations
Credits
Articles
“21st Century Skills @ Your Library” by Jennifer LaBoon, The Voice, Summer Issue (2010),
published by the Texas PTA.
“Homework Help – K-12 Database Program” by Jennifer LaBoon, The Voice, Fall Issue
(2010), published by the Texas PTA.
“Kids and Exercise,” KidsHealth, English and Spanish version of the article printed
following the intellectual commons notice on www.kidshealth.org.
Photo Information for “Short Introduction to Our School Library” (A PowerPoint
Presentation)
Slide: 1904 High School Library --Truman Independence High School, Truman Library and
Museum, no copyright restrictions on photo
Slide: “Are not like TODAY’S SCHOOL LIBRARIES” – all photos were taken during the
Texas Library Association’s Texas Library Snapshot Day and uploaded to the TLA
Flickr page for Snapshot Day photos.
All other photos are useable clip photographs from PPT package.
Presentations
“Short Introduction to Our School Library,” Gloria Meraz and Chris Salerno.
““It’s not just books and stories! A Look at Standards for School Library Programs,” Chris
Salerno
Resource Guides
A Short Introduction to Our School Library, Resource Guide by Chris Salerno.
Resource List for Librarians on Health Website – a partial listing from Finding Health and
Wellness @ the Library: A Consumer Health Toolkit for Library Staff, published by
the California State Library and the National Network of Libraries of Medicine,
August 2010. www.library.ca.gov/lds/docs/HealthToolkit.pdf.
Spanish Translations
Letter on Reading Lists: Silvia Sandoval
Introduction Letter to Parents: Silvia Sandoval
Article: 21st Century Skills: Ana Hartnett
Article: Homework Help: Ana Hartnett
Reading with Your Children: Janie Pickett
Introduction to Texas Bluebonnet Award Program: Daniel Chacin
“Why Care about School Libraries”: Melissa J. Uribe
With review and updates by Maria Elena Ovalle
Published by the Texas Library Association. With Spanish section updates on 1/5 2011.
Contact Gloria Meraz, gloriam@txla.org, for more information.
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