[Home] [Voices
Columns] [From a Librarian] [Book
Reviews] [Picture Books]
[Chapter Books] [Teen
Reads] [Mathematics] [Info
& Tech Lit] [Web Resources]
 I'm
happy to be here!
This is an exciting time to be involved with education. Technology
is changing the world, our economies, and even our schools. As
someone that has worked with virtually every generation of PC hardware
and software, it is amazing to think how far we have come. I won't
bore you with the details -- let's just say that today's computers are
so powerful and easy to use.
The Internet makes finding and sharing information easier than it
has ever been. I work with a variety of projects, all based on
information and technology literacy and professional software. You
can see much of my work at
Breitlinks, my current Web portfolio.
I have always learned computer technology "on the fly." Someone
expected me to get something done and I knew that a computer gave me
the best way to do it, but I was usually on my own. My computer
experience started in business -- it was several years later I started
working in schools.
I was once responsible for all PC computer classes in a school that
had absolutely no resources, books, or activities to work from. There
was not even any stated curriculum. I am not complaining -- I am
grateful. This situation forced me to "roll-up-my-sleeves" and really
learn MS Office. I had to create my own activities, lessons, and
support material.
I loved it!
At the time, there were not as many Websites with ideas and
teaching suggestions. I found some things online, but was mostly on
my own again. Fortunately, the local library had some great books
that got me started. Eventually, I put these activities together as
my first "Web
portfolio." Please take a look at the link on the left for
Computer Activities: MS Office.
Me and my students had so much fun -- we worked together. Frankly,
I didn't understand the powerful of today's computer software until
100's of students shared their work with me. My students taught me
about thinking creatively and motivated me to continue learning new
computer skills.
I am so grateful for that experience -- few people are blessed to
learn to apply software in this way. Please be sure to check out some
the
examples of their work that I keep online. Today, I only wish
I had kept more copies of their projects -- their enthusiasm and
creativity touched me.
I've always been a "heavy library user;" my father is a retired
librarian. Collection management and traditional library skills are
as important as ever. Like most other things in life, public
libraries and the role of the library media center in schools is
changing. Wisconsin has a new set of
Information and Technology Literacy standards that are
designed to bring "real world" thinking and computer skills into ALL
classes.
Teaching students HOW to learn and how to use today's technology
probably is the best way to help students. Not only will this
increase performance on traditional academic tests, it better prepares
students for productive lives AFTER they graduate. The key will
be to create a collaborative environment. Information and
technology literacy will be fully integrated across the curriculum
when we structure classes so that students take these important skills
into the different classes throughout their day.
As library media specialist, experienced classroom teacher, and
computer instructor -- with experience working with pre-kindergarten
to post-secondary students -- I believe that today is an exciting time
to be an educator!
[Home] [Voices
Columns] [From a Librarian] [Book
Reviews] [Picture Books]
[Chapter Books] [Teen
Reads] [Mathematics] [Info
& Tech Lit] [Web Resources]
 The "Hub" of an
Elementary School?
by Bill Breitsprecher
Reading is a fundamental skill; it underlies much of the curriculum
taught in schools at all levels. While teaching the basics of grammar
and language is important, children need to develop a personal
interesting in reading in order to build the skills that today's
"accountability" movement demands. The Library Media Centers (LMC)
offers an important opportunity connect students with reading and
learning.
Young children need to learn the sense of a "story." Older
children should have an opportunity to continue to nurture that
appreciation of language and learning. Working with classroom
teachers; traditional "story times" and LMC resources allow children
to be exposed to language arts and information literacy in a unique
environment, a collaborative workspace that celebrates the joy of
reading and discovery.
Yes, classroom teachers work towards this too, but the variety of
formats and content in a carefully-chosen LMC collection more fully
ensures that interests in learning and reading can be nurtured across
all students.
In this writer's humble opinion, one cannot overemphasize the value
of recreational reading -- children that accept reading as fun are
ready to master other academic skills and subject areas. Those that
continually see reading as "work" are more likely to find the
challenges of their textbooks, note taking, and classroom instruction
difficult to fully comprehend. Remember, reading and writing skills
are correlated, building one builds the other.
Having worked with "at-risk" populations teaching developmental
math, my experiences have convinced me that many students that
struggle with other academic subjects have actually missed picking up
collaborative, information skills. This is not a judgment, I am
merely reporting what many teachers see. When students are not
comfortable working with information in a variety of formats, it
affects learning. These problems manifest themselves on math tests
and across the curriculum.
Being interested in reading a text or following a presentation to
learn new material or skills is an essential life-skill. The LMC has
the potential to more fully prepare students with the skills necessary
to master ALL subject areas. Ultimately, this is why many believe a
LMC should be the hub of the school.
Classroom teachers work towards moving students towards mastery of
academic standards and benchmarks. The LMC offers a supportive
environment to support those objectives. Not only can the resources
be used to accommodate any given need of classroom instruction,
Wisconsin's standards for information and technology literacy provide
a foundation to build and extend classroom instruction to more fully
prepare students for challenges they face as they move through our
educational system.
The LMC can be a joyful place where students, teachers, and other
stakeholders collaborate with access to a variety of resources.
Extending the classroom beyond any given set of walls is probably the
key to reaching across the needs of diverse learners. Each hour spent
on a meaningful project in the LMC stays with teachers and students
throughout the day.
Kids enjoy coming to a library, having their recreational and
information needs met, and seeing how people work together. Many
elementary schools are build around their Library Media Centers. It
should be the "hub" of a school.
[Home] [Voices
Columns] [From a Librarian] [Book
Reviews] [Picture Books]
[Chapter Books] [Teen
Reads] [Mathematics] [Info
& Tech Lit] [Web Resources]
 Children and Recreational Reading:
It's
FUN, and GOOD FOR YOU TOO!
by Bill Breitsprecher
Most
librarians do not ask children if they like to read – it is better to
simply assume they do when they are given appropriate books. It’s all
about “match-making.” Many believe that introducing children to folk
stories is important – these are imaginative stories that sound like
they could actually happen. They are based on make-believe (fiction)
and usually have a message or “moral.” Traditionally, these stories
are passed down by word-of-mouth. They are available as children’s
books too. Sometimes, animals in folk stories “talk,” but this
doesn’t sound unreasonable to a child!
Fairy tales are another type of make-believe (fiction) that has
elements of “magic” or “mystical” powers. Some librarians believe these
should be introduced to children after they enjoy the folk stories.
Fairy tales are based on ideals of good and bad; good always triumph.
Many believe these stories are important in teaching children to follow
the concept of a “story.” Children recognize that these stories cannot
be true – they introduce children to the concept of “fiction.”
Some believe that it is important to introduce children to these
“make-believe” stories before introducing them to nonfiction, because
they believe that a child needs to have a sense of “story” before they
can appreciate nonfiction. I am not aware of any objective research
that “proves” this in any meaningful way, but I would respect the
experience of those that work with children’s books. If children are
introduced to stories when they are very young, it makes sense to start
with things they can imagine. Personally, I would not hesitate to share
a good picture book with a child regardless of whether or not it is
fiction or nonfiction.
In many schools, children’s reading levels are assessed and each
child is required to read books that move them through higher and higher
levels of reading. Most librarians believe that children should choose
their own reading levels. Remember, we want children to read for fun
too. Most children can look at a book and see if they are interested in
reading it. If a book is about something that they have high interest
in, they will choose to read a harder book. If a book looks too
difficult, they will find a book that looks like something that will be
more readable.
[Home] [Voices
Columns] [From a Librarian] [Book
Reviews] [Picture Books]
[Chapter Books] [Teen
Reads] [Mathematics] [Info
& Tech Lit] [Web Resources]
 Books for Children
by Bill Breitsprecher
Children's books come in different formats.
Small books, that a young child can actually hold in their hands, are
called "hand-books." They tend to have no words and illustrate stories
in pictures. Because of their size, they may not be convenient to read
and share with a child - they are meant for children to hold and
enjoy. To an adult, they are very small.
Picture books are the ones that most of us think of when we think
about children's books. They tell stories with pictures - usually with
some text that can be read to a child. Usually, they are fiction, but
nonfiction picture books are becoming more popular. These books are
ideal for reading to a child. Because children tend to enjoy the same
books over and over again, picture books help prepare children to read
- they can "recite" stories based on pictures and start making
connections between words and their meaning. Developing a sense of
what a "story" is important - it is what encourages children to read
for enjoyment.
Chapter books refer to stories that are told in units or chapters -
they are longer and have fewer pictures. While these books are great
to read to young children, they do not allow for children to "recite"
stories and build connections between words and meanings. These books
can be enjoyed as stories that are read to children that are not
reading yet. They are great for young readers - they encourage
children to read. A motivated reader will use their interest to learn
to read higher and higher level books. Many librarians believe that
these books help children continue to build the ability to visualize
the written word, an important skill, especially in today's electronic
age of DVD's, TV, and video games.
[Home] [Voices
Columns] [From a Librarian] [Book
Reviews] [Picture Books]
[Chapter Books] [Teen
Reads] [Mathematics] [Info
& Tech Lit] [Web Resources]
 Reading and Young Adults:
Reading Needs
Change as
Children Grow
by Bill Breitsprecher
Older
children have very different reading needs. Reading levels vary with a
given age group. High-interest books can encourage a student to master
higher-level language. When we are talking about recreational reading,
many assume we are talking about fiction. Many librarians believe
fiction is important, teaching children to visualize abstract
concepts. Many teenagers, however, prefer to read nonfiction to learn
more about people, places, and things. Again, good research that
"proves" one type of a book is better than another probably does not
exist.
The advantage of fiction is that writers can tell a story from a
teenager's point of view - most published authors are actually adults.
To write these types of books, they need to use fiction. Some fiction
is based on reality - historical fiction and realistic (problem
solving) fiction are examples.
Young adults are unlikely to choose to read a book that is written
from the point of view of a younger person. A book about a 12 year old
is probably enjoyed by 9, 10, and 11 year olds. A book about the life
of a 16 year-old is most likely read by youths that are 12, 13, 14,
and 15.
YA books look like adult book - usually they are published and
purchased as paperbacks. They tend to be short (thinner) than an adult
novel and the plot develops more rapidly. In general, YA fiction
involves a teenager discovering him or herself and working through a
challenging situation or problem. They may be based on fantasy,
sci-fi, or more realistic settings. While adults are part of the
story, the book is based on how the young adult solves a problem or
resolves any number of issues. In general, they have positive, upbeat
messages; however, they may touch on subjects that are more serious
and somber.
[Home] [Voices
Columns] [From a Librarian] [Book
Reviews] [Picture Books]
[Chapter Books] [Teen
Reads] [Mathematics] [Info
& Tech Lit] [Web Resources] |
