Sandy Moseley, Brittany Ergle, and Datha Curtis EDIT 6300/Fitzgerald Fall 2007 Alcovy Book Choice Awards Table of Contents
I. Target School Description v School Name: Alcovy High School, Covington, Georgia (Newton County) v School Location: School is located in a rural area, though Newton County is also considered suburban v Mission Statement: “Our mission is to promote personal and academic excellence in our students. We will work together with our students’ parents and the community to prepare our students to be successful in school and in their careers, to enable students to become life-long learners, and to equip them to have fulfilling lives.” School Mission or Goals v Number of students: 1641 v Number of ESOL students: 2 v Number of Special Education Students: 201 v Number of Gifted Students: 146 v Racial Breakdown: 12 Asian students, 773 Black students, 47 Hispanic students, 5 Indian students, 34 Multiracial students, 770 White students v Students Eligible for Free/Reduced Lunch: 51% of students in the county are eligible for free/reduced lunch (statistics not available for this particular school) Demographics v Student-teacher ratio: 14:1 v AYP: Met AYP for the 2006-07 school year (first year of school’s operation) v Media Center Environment: Large media center with approximately 30 computers available for student use. Media center volume includes 7759 books/AV (includes multiple of copies of titles) – volume will be 17,000 by the end of the 2008-09 school year. Destiny/ Follett computer cataloging system. MC Learning Environment v Available Technology: TVs, DVDs and VCRs, closed-circuit television, computers, cable television, digital cameras, digital camcorders, Mimeos. Smartboards, LCD projectors, wireless laptop cart, overhead projectors, special programs such as E-learn, Student Track, IGPro, Class XP, Sharepoint, Inspiration, and Keytrain. II. Project Outline Alcovy Book Choice Awards
Our plan to promote leisure reading among the students at Alcovy High School is to have an Alcovy Book Choice Award contest. Our idea was adapted from the popular Teen Choice Award show which recognizes popular movie stars, musical artists, etc. The contest utilizes faculty and staff, students and their parents, and the public library to support the mission of the school. Supports Mission/Goals of School Students may sign up for the contest in groups (up to 5 people) to promote one book chosen from the list supplied by the media center. To meet the needs of the various learning styles found in Alcovy, the media center will house audio and movie versions of the book titles found on the book list. The list also includes books that are varied in difficulty and interest level. Strategies for Different Learners The list is a compilation of recent and classic titles directed at adolescents. Familiarity Rdg Materials for Children/Youth The media center offers books and movies that will appeal to the diverse population of the school. Books were chosen for the list that will appeal to boys or girls including popular themes that have trend appeal. Additionally, books were chosen to appeal to various reading levels. Accommodations for Subgroups The school library will have multiple copies available. The media specialist will give a copy of the book list to the public library. Students will be encouraged to check out books from the public library as well as the Alcovy media center. Groups have up to 3 months to saturate the school with advertisements about their book. Students plan their own promotional strategies and may use posters, exhibitions, movie trailers that show students in a scene from the book and broadcast on morning announcements, book talks on morning announcements, etc. By using student made projects to promote leisure reading, the media center will attract more students and see an increase in the check out of leisure reading material. Leisure Rdg. Promotion Strategies “The student who is information literate uses information accurately and creatively” (AASL, p. 18). The door is open to their creativity. Student projects must be submitted to the media specialist for approval before display or use in the school. Learning Activities Instructionally Sound During the three months, the student body will be encouraged to cast votes for their favorite book by checking it out from the school library or public library. Students can also accumulate votes for their favorite book by completing a short questionnaire about the book identifying facts and relating events from the plot to real world events which demonstrates a level of proficiency in standard 5 of the information literacy standards found in Information Power (AASL, p. 26). Knowledge of Reading Process Project Relates to Specific Learning Objectives Another way students may vote for their favorite title is to write a short review of the book. Reviews will be approved by the media specialist and then posted on the school web site. Students may also go online to blog about their book choice. The media staff will monitor the blog. Students are encouraged to make connections between real life experiences and events from the book. The Alcovy faculty and staff are encouraged to participate in the reading promotion by reading and voting for their favorite book as well as offering their students leisure reading time during free periods or at the end of class. Models Personal Enjoyment of Reading At the end of the promotion, the top 10 groups will participate in the Alcovy Book Choice Award show, which may be hosted by a favorite teacher (hopefully the media specialist!). The top 3 groups will receive a trophy (similar to awards on the Teen Choice Award show) and a gift card donated by businesses in the community. The grand prize winners will also receive a free period with lunch out to their favorite community restaurant. At the end of the awards, the media center will use continue to use the ads (with group permission) to promote interest in leisure reading. By the end of the year, circulation among leisure reading books will hopefully see an increase. Promotes Habits of Lifelong Reading
III. Curricular Objectives We intend for students to participate in the Alcovy Book Choice Awards at all high school grade levels. In addressing the curricular needs, we consulted the Georgia Performance Standards. Many of the standards we addressed are repetitive from grade level to grade level. Additionally, as a Learning Focused School, we are required to explicitly incorporate the GPS standards into the curriculum. This project satisfies this requirement. (Incorporates Dominant Educational Approach) Our project will address and meet, at least in part, the following GPS standards:
Reading and Literature ELA9RL1, ELA10RL1 The Student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. ELA9RL2, ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works from various genres and provides evidence from the works to support understanding. ELA9RL3, ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background.
Listening, Speaking, and Viewing ELA9LSV1, ELA10LSV1, ELA11LSV1, ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA9LSV2, ELA10LSV2, ELA11LSV2, ELA12LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Reading Across the Curriculum ELA9RC1, ELA10RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA9RC2, ELA10RC2 The student participates in discussions related to curricular learning in all subject areas.
IV.
Research Synthesis Why the Alcovy Book Choice Book should be implemented:
· It promotes leisure reading, which has been proven to be an important factor in academic success Current Educational Trends and Issues · It promotes independent reading, encouraging students to read beyond required texts · It appeals to students by offering a format that relates to current culture and trends (award shows, movies, etc.) Proactive Strategies for Engaging Student Interest · It offers students choices in their materials which makes reading more enjoyable Proactive Strategies for Engaging Student Interest · It offers a variety of new and classics texts that appeals to today’s teenager Proactive Strategies for Engaging Student Interest · It gives students both extrinsic and intrinsic motivation to read · Books and other formats appeal to all levels of achievement among students · It meets many of the GPS standards for English and reading · It encourages collaboration between teachers and media specialists · It encourages students to work cooperatively to create an end product that will share with their fellow students · It presents reading as a fun activity, instead of a mandatory academic activity · Promotes literacy, as research shows a direct correlation between leisure and independent reading with fluency and comprehension of reading materials Current Educational Trends and Issues · It promotes lifelong reading habits and lifelong learning Research Appropriately Synthesized and Packaged
Resources American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association. Bauerlein, M. & Iyengar, S., (2007). It's not just the schools: Leisure time, reading, and the competition for young minds. Education Week. 26, 30-40. Collins, T. Filling the gaps: What’s happening in the world of fan fiction.(2006, January). Library Media Connection, 24(4), 36-38. Cullinan, B.E. (2000). Independent reading and school achievement. School Library Media Research. 3. Donelson, K. L., & Nilsen, A. P. (2005). Literature for today’s young adults. Boston: Pearson Education, Inc. Hart, T.L. Libray media centers in schools with low-achieving populations. (2006, February). Library Media Connection, 24(5), 15-16. Kamil, M.L., & Walberg, H.J. (2005). The scientific teaching of reading. Education Week. 24, 38-40. National Literacy Trust. (2006). Reading for pleasure: A research overview. London: Clark, C. & Rumbold K. Tuccillo, D. P. Getting teens hooked on reading: What public librarians can do for teachers today. ALAN Review, Winter 2003. Retrieved September 11, 2007, from http://findarticles.com/p/articles/mi_qa4063/is_200301/ai_n9186306 Worthy, J (2002).The intermediate grades: What makes intermediate-grade students want to read? Reading Teacher. 55, 568.
V.
Annotated Bibliography
Printed Book Versions Multiple formats
1. Cabot, M. (2001). The princess diaries. New York: Harper Trophy. She's just a New York City girl living with her artist mom... News Flash: Dad is prince of Genovia. (So that's why a limo meets her at the airport!) Downer: Dad can't have any more kids. (So no heir to the throne.) Shock of the Century: Like it or not, Mia Thermopolis is prime princess material. –GCPL summary Hi-Lo Book teen girls
2. Cooney, C.B. (1995). Flash Fire. New York: Scholastic. Danna's wish for a more exciting life comes true as a fire sweeps through her luxurious L.A. neighborhood. Among other residents struggling to escape are Elony, a recent immigrant who provides the scathing impressions of an outsider; adored son Beau Severyn and his belittled younger sister; and Danna's brother, Hall, who is forced to choose between life and death for one of the group. -Booklist Magazine Hi-Lo Book teen girls
3. Fleischman, P. (1997). Seedfolks. New York: Harper Collins. One by one, a number of people of varying ages and backgrounds transform a trash-filled inner-city lot into a productive and beautiful garden, and in doing so, the gardeners are themselves transformed. -GCPL summary Hi-Lo Book teen boys or girls
4. Hiaasen, C. (2002). Hoot. New York: Alfred A. Knopf. Roy Eberhardt has recently arrived in Florida. They move a lot, so he's used to the new-kid drill. But if it weren't for getting his face smashed into the school bus window, Roy might never have spotted the first interesting thing he'd seen in Florida. -GCPL summary Hi-Lo Book teen boys or girls
5. Hinton, S.E. (1997). The outsiders. New York: Puffin. Fourteen-year-old Ponyboy, his brothers, and his friends are poor outcasts--"greasers." They have little but always stick together. After they're victims of the town's "socs (socials)--kids with lots of money, tough cars, and chips on their shoulders--everyone comes to realize how deep and serious their divide is. -Amazon.com teen boys or girls
6. McDonald, J. (2003). Spellbound. New York: Puffin. Sixteen-year-old Raven desperately wants to get out of the housing projects but the prospects of that happening are bleak--she's a single mom and a high school dropout. When Raven finds out about a spelling bee that offers winners the opportunity the opportunity to attend a college prep program, she realizes this is just the opportunity she's been looking for. -Cincinnattilibrary.org African-American teen girls
7. Myers, W.D. (1992). The young landlords. Gloucester: Peter Smith Publishers. Can five teenagers manage a building by themselves? The “Action Group” is about to find out when they purchase a rundown building for $1 and become the youngest landlords in the neighborhood. – Cincinnattilibrary.org African-American teen boys or girls
8. O’Brien, R.C. (1987). Z is for zachariah. New York: Simon Pulse. The world as Ann Burden once knew it is gone, ravaged by a nuclear war that has taken everyone from her. For the past year, she has lived in a remote valley with no evidence of any other survivors. But the smoke from a distant campfire shatters Ann's solitude. Someone else is still alive and making his way toward the valley. Ann soon realizes there may be worse things than being the last person on Earth. -Amazon.com teen boys or girls
9. Paolini, C. (2006). Eragon. New York: Laurel Leaf. In Aagaesia, a fifteen-year-old boy called Eragon finds a mysterious blue stone that weaves his life into an intricate tapestry of destiny, magic, and power, peopled with dragons, elves, and mythical monsters. -GCPL summary teen boys
10. Paulsen, G. (1987). Hatchet. New York: Bradbury. Brian Robeson, 13, is the only passenger on a small plane flying him to visit his father in the Canadian wilderness when the pilot has a heart attack and dies. The plane drifts off course and finally crashes into a small lake. Miraculously Brian is able to swim free of the plane, arriving on a sandy tree-lined shore with only his clothing, a tattered windbreaker, and the hatchet his mother had given him as a present. -School Library Journal teen boys or girls
11. Rowling, J.K. (2007). Harry potter and the deathly hallows. New York: A.A. Levine. Harry, Ron, and Hermione set out on the mission left to Harry by Albus Dumbledore, to search for the remaining Horcruxes, the hidden pieces of Voldemort's soul that must be destroyed to ensure his final defeat. Harry is also searching for the truth about Dumbledore's life, as he tries to reconcile rumors about the man's past with the heroic headmaster he thought he knew. -School Library Journal teen boys or girls
12. Sachar, L. (1998). Holes. New York: Farrar, Straus and Giroux. Stanley Yelnats has landed at Camp Green Lake, a juvenile detention facility where there is no lake, and there are no happy campers. In place of what used to be "the largest lake in Texas" is now a dry, flat, sunburned wasteland, pocked with countless identical holes dug by boys improving their character, but what is it they are really digging for? -Amazon.com Hi-Lo Book teen boys or girls
13. Shull, M. (2006). Amazing Grace. New York: Hyperion. Teenage tennis-star Grace Ace Kincaid has the talent and looks that make her a hit both on the court and on Madison Avenue. But she is falling apart, breaking under the tremendous pressure of worldwide fame. She wants OUT. And she gets her wish.. - School Library Journal teen girls
14. Tolkien, J.R.R. (2001). The Hobbit. Boston: Houghton Mifflin. Bilbo Baggins, a respectable, well-to-do Hobbit, live comfortably in his Hobbit hole. That is, until the day the wandering wizard Gandalf chooses him to take part in an adventure from which he may never return. -GCPL Summary teen boys or girls
15. Wallace, R. (1997). Wrestling Sturbridge. New York: Alfred A. Knopf. Ben is determined that he’s NOT going to stay in Sturbridge, Pennsylvania, when he gets out of high school. Work in the cinder block factory like everyone else? No way. He's also not going to let his friend Al win the state wrestling championship. Ben wants it more than Al does. Ben needs it more than Al does. Ben is going to win. -Amazon.com Hi-Lo Book teen boys
Audiobook Versions Multiple formats Accommodations for Subgroups
1. Hinton, S.E. (Author), and Fyfe, J. (Narrator). (2006). The outsiders (CD Recording No. 073933901X). Buffalo: Listening Library, Inc. Ponyboy can count on his brothers and on his friends. But not on much else besides trouble with the Socs, a vicious gang of rich kids whose idea of a good time is beating up “greasers” like Ponyboy. At least he knows what to expect–until the night someone takes things too far. –Amazon.com
2. Rowling, J.K. (Author), and Dale, J. (Narrator). (2007). Harry potter and the deathly hallows (CD Recording No. 0739360388). Buffalo: Listening Library, Inc. The heart of Book 7 is a hero's mission--not just in Harry's quest for the Horcruxes, but in his journey from boy to man--and Harry faces more danger than that found in all six books combined, from the direct threat of the Death Eaters and you-know-who, to the subtle perils of losing faith in himself. –Amazon.com
3. Fleischman, P. (Author and Narrator). (2003). Seedfolks (CD Recording No. 1883332958). Middletown: Audio Bookshelf. This is a heartwarming story of short vignettes about a vacant lot turned community garden in a rundown section of Cleveland, Ohio. Seedfolks are a broad cross-section of ages, ethnic origins, and occupations. What unites all of these characters is the way they are changed by the simple act of growing vegetables or flowers. –School Library Journal
4. Sachar, L. (Author), and Beyer, K. (Narrator). (2006). Holes (CD Recording No. 0739331760). Stanley has been unjustly sent to a boys' detention center, Camp Green Lake, where the warden makes the boys "build character" by spending all day, every day, digging holes: five feet wide and five feet deep. It doesn't take long for Stanley to realize there's more than character improvement going on at Camp Green Lake. –Amazon.com
5. Paulsen, G. (Author), and Coyote, P. (Narrator). (2004). Hatchet (CD Recording No. 0807204773). Buffalo: Listening Library, Inc. This Newbery Honor book is a dramatic, heart-stopping story of a boy who, following a plane crash in the Canadian wilderness, must learn to survive with only a hatchet and his own wits. –Publishers Weekly
Film Versions Multiple formats Accommodations for Subgroups
1. Buffett, J. (Producer), and Shriner, W. (Director). (2006). Hoot [Motion picture]. United States: New Line Home Video. Based on the best-selling book, Hoot is a classic story that is fun for all ages. When a boy and his classmates realize that a population of endangered, burrowing owls is threatened by new construction, the kids decide to take on crooked politicians and bumbling cops in the hope of saving their new friends. –Amazon.com
2. Chase, D. M. and Houston, W. (Producers), and Marshall, G. (Director). (2001). The Princess Diaries [Motion picture]. United States: Walt Disney Video. Mia Thermopolis (Anne Hathaway) is a frizzy-haired, glasses-wearing 15-year-old girl whose two highest ambitions are to become invisible and to get a few smooches from the slickly attractive school heartthrob. As a girl who can't stand being the center of attention so much that she throws up during debate class, she's stunned and horrified when her grandmother (Julie Andrews) shows up and informs her that she's the crown princess of the European principality Genovia. –Amazon.com
3. Davis, J. and Godfrey, W. (Producers), and Fangmeier, S. (Director). (2007). Eragon [Motion picture]. United States: Twentieth Century Fox. The plot centers on 17-year-old peasant farm boy, Eragon, who discovers a mysterious blue object that turns out to be an egg that eventually hatches to reveal Saphira, a blue-scaled dragon that quickly grows to full-size. According to prophecy, Eragon is destined to be a dragon-rider like those who once protected a benevolent kingdom, thus reviving an ancient conflict against the army of King Galbatorix, a former dragon rider who turned to evil, now in alliance with a dark-magic "Shade" sorcerer named Durza. –Amazon.com
4. Rankin Jr., A. (Producer), and Bass, J. (Director). (1977). The hobbit [Motion picture]. United States: Warner Home Video. A wonderous animated version of J.R.R. Tolkein's classic about the magical world of Middle Earth and the adventures of lovable Bilbo Baggins. Featuring the voices of Orson Bean and John Huston. –Amazon.com
5. Roos, F. (Producer), and Coppola, F.F. (Director). (1983). The outsiders [Motion picture]. United States: Warner Home Video. The story centers on two rival gangs in the early 1960s Midwest, and the violent turf wars that escalate and tragically claim young lives. C. Thomas Howell plays the central character who yearns to prove himself and be accepted by his older brothers' gang, while at the same time finding his first love and dreaming of a life beyond his dead end existence. –Amazon.com
VI. Formats for project Throughout the duration of the “Alcovy Book Choice Awards,” we will use the hard copy (printed) version of each book (Multiple Formats) on the reading list. “If we want to reach students, it is important to offer them variety in reading formats and to listen to their preferences” ( Worthy, 2002). A copy of each book will be available for check out by students in the AHS Media Center or the local public library. The audio (Multiple Formats) and movie versions (Multiple Formats) of each book list choice will also be available for group or individual use throughout the duration of the reading promotion program. Reading in different formats increases fluency as well as comprehension of the material. Each of these formats was chosen so that different learning styles could be addressed and included in the “A.B.C. Awards” program as well.
VII. Leisure Rdg. Promotion Strategies One of our main objectives as part of the Alcovy Book Choice Awards is to promote leisure reading. We will meet our objective by:
VIII. Personal Reading Philosophies Reading Philosophy Datha Curtis
Reading is not just another skill that students must learn. It is a key. It opens the doors to worlds we could never explore on our own. Reading allows us to understand and learn about ourselves, our world, and the world beyond our own experiences. Reading is one, if not the, main component of education. As a teacher and as a future media specialist, my main goal is to instill a love of reading inside and outside of the classroom. Another pivotal aspect of reading is the availability of reading materials. Not only must reading be taught, but its regular practice must be encouraged. Students who have routine access (and take advantage of this access) to leisure reading materials are more likely to read mandatory reading assignments and to have better comprehension skills. Part of my Master’s program requirements was to conduct an action research project. My topic was about inspiring reluctant readers. My definition of a reluctant reader is someone who has the ability to read but does not do so unless it is absolutely compulsory. I tried out different teaching methods correlating with reading and then conducted surveys with students after implementing these methods. I found several useful techniques useful, namely read-alouds (which often are underused at the high school level) in many different forms. I think that my experience as a teacher will better inform me as I become a media specialist when it comes to helping other classroom teachers reach those reluctant readers. I also teach approximately forty or more special education students within my five inclusive classes. I see the frustration of those students with learning difficulties when they are compelled to read. As a media specialist, I want to be sensitive to students who have special circumstances that make reading more of a chore than a pleasure. Reading can be achieved by almost all students to some degree – and can be enjoyed by all who have the ability to read. The most important component of instilling the love of reading is to offer students choices in what they read and to offer it at their level. Too often I see teachers creating an atmosphere of dread when it comes to reading. Though I do not believe it is intentional, they do so by making the reading assignments too difficult, too dry, and too boring. They are trying to cover material but do not employ strategies that would facilitate the reading process. Though I cannot change what goes on in the classroom, I can support teachers in offering supplementary reading avenues for their students. I feel that being a media specialist is my opportunity to not only share my enthusiasm for reading, but to also utilize my experience in the classroom to support other teachers in their quest to encourage reading among their students. I plan to continue my growth as a media specialist by keeping up with the latest innovations in technology and reading strategies through reading professional journals, connecting with other media specialists, and participating in organizations and conferences specifically geared toward media specialists. Personal Habits Connects to Lifelong Learning Additionally, I will increase my own personal reading to stay current with trends in literature and other reading materials. I believe that to be a truly effective media specialist, I should continue my own reading habits that facilitate personal growth as a reader and as a media specialist. Place of Reading in Personal Life
Reading Philosophy Brittany Ergle As a child, I often found myself getting lost in a good book. My mother quickly took notice and gave me some books she’d kept from her own years as a child: some old and quite worn copies from Carolyn Keene’s Nancy Drew series. By the time I was in fifth grade, I myself had read every last book in the original collection and found that I wanted more. Weekend trips with my aunt to the public library or bookstore also added to my absolute love of books and reading. She taught me to see beyond the typical “reading is good for you mentality” by educating me on the leisurely, technical, and informational uses of books and other media center materials. Reading isn’t merely an educational concept. It is also a way to escape the pressures and stresses of today’s world. Anyone can be taught how to read, but they have to develop the desire to want to do so on their own. Once this has been accomplished, a person can branch out into a fantastic world of adventure and discovery with every turn of the page. Reading provides the perfect opportunity to “grow” one’s mind! As an adult, I still find myself choosing books that require a level of excitement and “mental sleuthing.” I like the feeling of actively participating in solving a problem or mystery within the pages. (Place of Reading in Personal Life) As a future SLMS, I want to pass my own love of reading to as many children as I possibly can. My focus for elementary school children would be to teach them the skills needed to locate and enjoy age-appropriate reading materials. I would also like to help non-English speakers and specials needs students be able to enjoy the media center as much as any other child that walks through its doors. I consider it my personal responsibility to see that every child is able to enjoy all that reading has to offer. In order to do so, I plan on staying current on the latest reading trends and published literature by subscribing to various professional journals, attending annual reading and media conferences, and by simply conversing with students regularly about what topics they find interesting to read about. (Personal Habits Connects to Lifelong Learning) I look forward to responsibilities and challenges of becoming a SLMS with each passing day! Reading Philosophy Sandy Moseley
Reading gives you power. Reading opens the doors to the world of information. Reading comes to us in a variety of formats whether it is in a printed book that you can hold in your hand or a screen on a computer attached to an endless supply of facts. Learning to read should be an educational goal for the world. My heart goes out to adults who cannot read. I can only imagine the frustration they feel as they try to maneuver through life without being able to read. As an educator, I feel that reading should be the backbone of any curriculum because it is the platform that fosters great accomplishment. I remember the frustration as a child when I wanted to read a book and could not decipher the words. I cried until my mother sat down with me and attempted to teach me the basics. As I continued to read though out my childhood years, I experienced frustration in a different way because I did not have enough time to read! Who wants to wash dishes or clean your room when you could be visiting a new friend you have made through a good book? Now that I have my own family, I still feel the same frustration of never having enough time to read. Currently, the majority of my reading consists of books I share with my children or my students. I enjoy reading books with my children and have found great happiness in watching my son sit down and read a book without any prompting from Mom. I also enjoy reading the articles and information from the web that has been assigned in class. However, I do long to get really comfortable with a book that has a mystery to be solved or travel in time to a different century and become an observer in their culture. Place of Reading in Personal Life A personal goal I have set for myself in continuing my reading development is to include journals, more educational websites that are based on using technology in education, and expand my knowledge of school media by reading blogs posted by media specialists. Through my reading on the net and through literary journals, I plan to stay in touch with the current trends in children’s literature. Personal Habits Connects to Lifelong Learning It is nice to be a student again in that I have the opportunity to expand my repertoire with new formats of information. IX. Link to PowerPoint Presentation (Designed to introduce Alcovy Book Choice Awards to Teachers and other school personnel)
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