When we talk about literacy, we no longer mean just reading abilities. We refer to digital literacy and information literacy and transliteracy in our discussions about how we work with students to improve their reading comprehension, their proficiency and their communication skills. As school librarians, we take on a new role as literacy leaders.
While our primary job may not be to teach reading skills per se, we collaborate, plan and co-teach with our colleagues to insure that students have access to the materials that will impact their learning. We work on developing collections that serve all learners in our schools from those identified as special needs to those identified as academically gifted. We plan and implement programming that supports the curriculum and enhances students’ learning. We model reading skills for students and teachers, and we model reading conversations about fiction and nonfiction.
As literacy leaders, we work with our teachers and students to integrate technologies. However, we review and evaluate technology and applications. We share the most appropriate tools, tools that will enhance and help students learn and create, not hinder their learning or their products and presentations. We now have to make sure that students can “read” the digital tools that they use.
We also work with teachers and students across multiple platforms to insure that they are transliterate. Can our students communicate and understand oral, written, visual and tactile? Do they comprehend both mass media and social media? Are our teachers comfortable and competent in teaching and learning across multiple platforms as well?
Do you see yourself as a literacy leader in your school?
Author: Deanna Harris
I have spent my career in education as a middle grades language arts teacher, a middle grades teacher librarian, and a coordinating teacher at the NC Department of Public Instruction. During my twenty-three years, I have focused on teaching and learning, student achievement, and teacher leadership. I have worked with beginning and veteran teachers through mentoring, internships, staff development, and professional learning teams.