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Candidates demonstrate a knowledge of children’s and young adult literature that addresses the diverse developmental, cultural, social, and linguistic needs of all learners. Candidates use strategies to foster learner motivation to read for learning, personal growth, and enjoyment.
Literature Reflection
Literature Reflection
I believe literature is a powerful educational tool that challenges readers to see life from various perspectives. Many fiction titles have won awards, gained vast popularity, been adapted for films and television, or are beloved classic works of literature. For these reasons, libraries often include genre fiction in their collections.
The Library Bill of Rights states, “Books and other library resources should be provided for the interest, information, and enlightenment of all people of a community the library serves.” When selecting material for a collection, we should put the interests of library patrons above our own personal interests or beliefs.
Selection resources are crucial for remaining impartial when accommodating the library’s needs. It is important to focus on which items library users are signing out. If certain materials circulate more frequently, selection resources are used to invest in other material of the same genre or books by the same author.
Completing the genre fiction project helped me gain a better understanding of young adult literature and the importance of taking measures against implicit bias when making selections for a library collection since librarians must create inclusive spaces that are welcoming to all patrons.
Cieślak_Genre Fiction.pdfCieślak_Genre Reflection.pdfTeaching Strategies
Teaching Strategies
I also apply many teaching strategies like word walls, book talks, story boards, author's chair, gallery walks, anticipation guides, and self-assessments in classroom settings. Creating narrative writing and literature focus units helped me realize these teaching strategies assist students with developing writing fluency and further developed my background in children's literature. I always strive to remember that not all strategies will work with every class or each student, some may require differentiated instruction or a combination of strategies.
Cieślak_5th Grade Writing Unit.pdfCieślak_Literature Focus Unit.pdfI think this is a fun idea to keep readers engaged in the library or throughout the school. Older students in middle grades even asked to participate in this school-wide reading incentive program. Once each month students are invited to bring a flashlight to school and use it to read books during sustained silent reading in the dark. A note is sent home to parents in advance to let them know when Flashlight Friday will be held. The flashlights may vary from keychain lights to headlamps. Students are asked to keep their flashlights away until reading time.
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