1. I really enjoyed reading the AASL’s position on reading instruction. I love my role as a teacher of literacy
in kindergarten and I feel the library truly can be a hub of literacy. I liked the quote that, “School
librarians co ‐ design, co - implement, and co - evaluate interdisciplinary lessons and units of instruction”
( p1). This is what I want to be doing, to synthesize literacy lessons from all grade levels in one place,
working together with all the classrooms in all their units. We can have a common language and
common practices. To this end, I found an article describing the use of a thinking strategy I have used in
my own kindergarten classroom and am promoting for use in all grades. The article, entitled Awakening
and Building Prior Knowledge with Primary Sources: See, Think, Wonder, connected this strategy to use
in the library and also correlated the practice with AASL’s Standards for the 21st Century Learner. Prior
knowledge, using picture cues, inferring, and questioning, are all reading strategies encompassed within
this routine, which can be used for any subject matter and type of media. This ties into the AASL’s
position in helping students “to realize their unanswered questions. To this end, school librarians model
and collaboratively teach reading comprehension strategies” (p1) I love this quote of reading ‘to realize
unanswered questions’. This is why we read mysteries, research, directions and procedures. I actively
model and guide students in learning and applying comprehension strategies and I think this can be
supported in the library for the whole primary in collaboration with other primary teachers.
Fontichiaro, K., 2010. Awakening and Building Prior Knowledge with Primary Sources: See, Think,
Wonder. School Library Monthly, 27:1, p 14-15. Retrieved from:
http://0web.ebscohost.com.rosi.unk.edu/ehost/pdfviewer/pdfviewer?vid=7&sid=44ec512e4db5-47af-81eb-e77162daaf20%40sessionmgr13&hid=19