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ERIC Number: EJ869035
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1094-9046
We Can Open the Window to the World
Harvey, Carl A., II
Knowledge Quest, v37 n5 p26-29 May-Jun 2009
In the new AASL "Standards for the 21st-Century Learner," the very first Common Belief is "Reading is a window to the world." School library media specialists have always developed collections of materials (both print and non-print) to hook students in and keep them engaged in reading. They continually promote their collections to both students and teachers. They want them to use resources that they have selected. They want them to be inspired and informed. Reading remains a core principle of 21st-century learning, but library media specialists must reenvision what their future role might be in promoting reading. Library media specialists have more to do than help students find materials to read. They are part of the team that teaches the skills and strategies of multi-literacy in an environment where new formats and tools develop every day. In this article, the author describes how library media specialists create a climate of supporting literacy and reading at North Elementary School. He contends that for the library media program to be an integral part of helping students to see through that reading window to the world, the library media specialist must be active and involved. The library media specialist should be on the school improvement team. The library media specialist should be a part of the literacy committee. The library media specialist should be at the forefront of what the school is doing to help the students to become readers. The library media specialist wants to help guide them and inform them by learning from the most current research about best practices and up-to-date technology.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A