Category Archives: SLIS as Instructional Partner

A certified School Librarian is familiar with national & state curriculum standards for every subject, and with the types & uses of technology, and collaborates with teachers at lesson planning to integrate library skills into instruction.

Best Way School Librarians Can Increase Student Reading Achievement

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Best Way School Librarians Can Increase Student Reading Achievement - School Librarians can convince teachers that regularly scheduled library visits with Sustained Silent Reading will improve student reading achievement. Augment that success with these strategies & lessons. | No Sweat LibraryIn our modern globally-connected world, reading is the most essential literacy for anyone.

There are probably very few professions now where you are going to be able to make a living if you are not capable of reading and understanding instructions or rules about your business. (Steve Gardiner, Gamber-Thompson, 2019.)

So, when School Librarian listservs and Facebook groups post a question about how to promote more student reading, we jump in with dozens of suggestions. As I read, I rarely see evidence of an increase in student achievement, yet that is our most important purpose as a School Librarian! So how can a School Librarian identify the best way to increase student reading achievement?

WHY SOME READING PROMOTIONS MAY NOT WORK

Unfortunately, some honestly sincere suggestions may not have a significant impact on student reading achievement, because they are based on extrinsic rewards, rather than giving students the intrinsic motivation to read.

Gimmicks like food or party rewards, tokens for quantity reading, and other incentives may seem to get students excited, but I believe the results of success from such promotions are skewed. Prolific readers jump at such ploys because they know they can “win,” whereas nonreaders see no gratifying advantage to participate—the reward simply doesn’t override their reluctance to read. Not that we should cease doing it; just that we shouldn’t expect it to make a difference in reading proficiency or achievement for students.

Fancy bulletin boards and book displays also seem to excite students to read more because we’re inundated with requests from students to borrow the books shown. While these exhibits are a valuable way to boost the visibility of the school library, they still won’t increase reading proficiency because most nonreaders aren’t motivated enough to look at the titles, let alone read them.

As more schools push English Language Arts teachers to create classroom libraries, School Librarians lament the limitation of reading choices and the decrease in library circulation. The more important point is that having books in the classroom doesn’t necessarily boost student reading achievement. It depends on how a teacher implements reading activities; improperly done it can discourage reluctant readers even more, rather than make them more proficient.

THE ONE READING STRATEGY THAT REALLY WORKS

The One Reading Strategy That Really Works - School Librarians impact student reading achievement when they have regularly scheduled library visits with Sustained Silent Reading. Here are 5 strategies we can implement in the library to make SSR even more valuable. | No Sweat LibraryTo make a real impact on student reading and a commensurate improvement in reading achievement, School Librarians can push for Sustained Silent Reading. There is substantial research that SSR works to improve student reading proficiency and comprehension, in spite of criticism: “When the research facts are unraveled from misinterpretations and opinion, we find that SSR is … supported by research.” (Garan & Devoogd, p336.)

No matter your feelings about standardized reading tests—state, national, or international—they are a valid indicator of reading proficiency and comprehension. At the time my middle school implemented SSR, our state reading scores were the lowest in the district, but over a 4-year period they increased by nearly 20 points. This included special populations, of which we had more than the other middle schools: highest diversity, highest poverty, highest transience. Our results astonished district administrators into pushing for SSR in all middle schools!

One major component of our approach is regularly scheduled full-period visits to the school library for Sustained Silent Reading. Each grade level chooses a certain day of the week, and they visit every other week for the entire school year. ELA teachers still provide short in-class read time, but having longer, continuous reading sessions in the library enables teachers to include more reading comprehension skills in the classroom.

Sustained Silent Reading is proven to increase student reading achievement. Here are 5 strategies that a School Librarian can implement to make it even more beneficial. | No Sweat LibraryAs the School Librarian, I implemented 5 strategies that heighten the impact of SSR. These strategies are the focus of my school library orientations, introducing them to new-to-the-school students and reviewing them with returning students.

  1. Fiction Subject Spine Labels – Krashen’s evaluation of SSR research found that having interesting books was critical for success with SSR, and we must accept that most students have a preference for the kind of stories they like to read. So, adding Fiction Subject spine labels to books makes a huge difference for student buy-in of SSR. I eventually added color-coded transparent labels over the call number label and distributed books into Subject sections to make book selection even easier.
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  2. NoSweatLibrary IT IS FOR ME appIT IS FOR ME checklist – This form—and the short video I created to introduce it—helps students quickly scan a book so they can decide if it’s right for them. They take one with them to the shelves at every library visit, and ELA teachers collect them for a no-stress daily participation grade.
    Get the checklist from my FREE Librarian Resources page!
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  3. The 5-Finger Test – For SSR to succeed with reluctant and/or struggling readers, their book choice must be at an appropriate reading level, but we don’t want to label books. The 5-finger test helps them: Turning to the middle of the book they read the two pages in front of them, holding up a finger for each word they come to that they don’t know. If they reach 5 fingers, the book is a bit too hard and they need to find a better (don’t say easier) book.
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  4. 20-page Guide – Students only read freely a story they like, and nothing is more discouraging than requiring students to finish a book they don’t like. I tell students to allow the author to introduce the story setting and characters, so read 20 pages and if they still don’t like a book, then definitely return it and get a different one—that’s why we offer them thousands of choices in the school library!
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  5. Silent Invited Book Checkout – This is the one that made the most difference! I give students plenty of time to find a good book—at least 5-7 minutes–and they return to the table for Sustained Silent Reading time. This allows students to become immersed in their book so they’re more likely to continue reading and finish it. After a while, I walk over to a pair of tables and signal students to come up for book checkout. They line up single file, still reading. When finished with that group, I invite another pair of tables for checkout, continuing until all tables are done. Just a few students at a time for checkout ensures an orderly & quiet environment and I can do 2 full classes in about 10 minutes. Typically students have about 30 minutes total for SSR.

ENHANCE SSR BY SUPPORTING CLASSROOM LEARNING

Sometimes, I augment an ELA library visit with a short lesson to support classroom learning, which research confirms can make a difference in student reading achievement.

Indeed, having librarians take an instructional role — and do it well — has been correlated with students’ success at meeting academic standards. … [when] librarians did an “excellent” job teaching to state reading and writing standards, students in their schools were more likely to excel and less likely to score poorly on corresponding tests. (Lance & Schwarz, 2012 in Lance & Kachel, 2018.)

Rendering “do it well” and “an excellent job” demands a School Librarian know best practices of SSR in order to bridge it with ongoing classroom instruction:

…reading widely across selected literary genres, setting personal goals for completing the reading of books within a timeframe, conferring with their teacher, and completing response projects to share the books they read with others. (Garan & Devoogd, p 342.)

School Librarians can use these standards-aligned lessons to ignite student independent reading and increase reading achievement. Use with library classes or as collaborative unit supporting ELA narrative literary text. | No Sweat LibraryGiving students a glimpse into the world of books expands their appreciation for reading and the school library. That’s the hook for my 3-Lesson Reading Fiction Books Unit that supports 6g ELA study of narrative literary text. Each of the lessons incorporates one practice mentioned above:

  1. How do folktales relate to fiction Subjects? helps students identify the characteristics of different kinds of fiction stories by associating them with types of folktales they learned about in elementary school. It incites students to try out different “Subjects” of fiction they hadn’t considered before.
  2. How can I find the “best” books to read? introduces national book awards, multicultural books, and state awards & reading lists, and provides a personal Reading Record for students to track the books they read.
  3. How can I help others find a good book to read? uses the 5 elements of fiction literature and a 3×5 index card to help students create a simple book “quick-talk” that they can share with peers.

The beauty of this unit is that it can be used as a collaborative ELA lesson or by those School Librarians who are “in the rotation” with regularly scheduled library periods. It’s a perfect follow-up to the library orientation, with enriching activities that continue to promote reading.

TIME TO READ IS THE GREATEST GIFT

The greatest gift a School Librarian can give students is time: plenty of time to find a good book to read, and then plenty of time to begin reading and become immersed in the story. When we provide a guide to make browsing time profitable and offer evidence that Sustained Silent Reading works, we can convince teachers that this “time” is necessary for students to improve their reading achievement. The true value of Sustained Silent Reading is expressed by teacher Steve Gardiner:

Then my students would come back from college and say things like, “Wow, I got into this engineering program and I never imagined how much I was going to have to read for it. Thank you so much for teaching me, giving me that SSR that helped me learn that I was a reader, that I could read a full book from start to finish, and that I could stick with reading projects.” They would say things like, “It’s been so valuable for me now.” Dozens and dozens of students came back and thanked me for SSR. (Gamber-Thompson, 2019.)

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Gamber-Thompson, Liana. How Sustained Silent Reading Keeps Students Curious and Engaged. EdSurge Oct 7, 2019
https://www.edsurge.com/news/2019-10-07-how-sustained-silent-reading-keeps-students-curious-and-engaged Accessed December 27, 2021.

Garan, Elaine & Devoogd, Glenn. (2008). The Benefits of Sustained Silent Reading: Scientific Research and Common Sense Converge. Reading Teacher – READ TEACH. 62. 336-344. https://www.researchgate.net/publication/250055938_The_Benefits_of_Sustained_Silent_Reading_Scientific_Research_and_Common_Sense_Converge Accessed December 30, 2021.

Krashen, Stephen. Non-Engagement in Sustained Silent Reading: How extensive is it? What can it teach us? Colorado Reading Council Journal 2011, vol 22: 5-10. http://www.sdkrashen.com/content/articles/non-engagement_in_ssr.pdf Accessed December 28, 2021.

Lance, Keith Curry, and Debra Kachel. 2018. “Why School Librarians Matter: What Years of Research Tell Us.” Phi Delta Kappan Online. http://www.kappanonline.org/lance-kachel-school-librarians-matter-years-research Accessed December 27, 2021.

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What’s a Library Lesson Curriculum Matrix & How Do I Use It?

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What's a Library Lesson Curriculum Matrix & How Do I Use It? - School Librarians often struggle to create a cohesive library skills curriculum when subject area library visits are so unpredictable. Here's a visual organizer that lets you take control of your lesson planning and promotes collaboration with all content area teachers! #NoSweatLibraryWhen we become a School Librarian we don’t cease being a teacher. What changes, however, is how we plan and present our lessons.

  • First, we no longer have a standard curriculum designed to be presented chronologically on a daily basis.
  • Second, we rarely have contiguous days with students, so we must spread learning across random, irregular library visits.

So, how can School Librarians teach Library Information Literacy Skills under such circumstances? We must scaffold stand-alone topical lessons that gradually build up knowledge, so students receive a comprehensive program of Information Literacy instruction.

In short, School Librarians must integrate info-lit skills into every subject and grade level, during single class periods throughout the school year. And the only way to do that is to become familiar with everyone’s subject area curriculum.

A VISUAL ORGANIZATION TOOL FOR SUBJECT CURRICULA

School Librarians must support what students are studying in the classroom, otherwise, teachers won’t allow time for a library visit. We don’t need to know course content as teachers do, but we must familiarize ourselves with content area units and their assessments so we can discern when students need an information literacy skill to do what they’re expected to do—even if it’s not written down and the teacher doesn’t realize it.

Once I decided this was the best approach, I had to devise a way to organize it: First, to identify when a library lesson was needed for students, and second, to track intermittent lessons and progressively build Info-Lit Skills. I decided to create a grid with different subject areas along one side and a chronological listing of my Library Info-Lit Lessons along the other side.

I worked my way through subjects and grade levels, and as I added actual lessons, I also entered Library Standards. The grid became quite unwieldy, but after digitization into a set of spreadsheets, with a few modifications & adjustments, I finally arrived at the finished product that I use even today:
the No Sweat School Library Lesson Curriculum Matrix.

No Sweat Library Lesson Curriculum Matrix - School Librarians often struggle to create a cohesive library skills curriculum when subject area library visits are so unpredictable. Here's a visual organizer that lets you take control of your lesson planning and promotes collaboration with all content area teachers! #NoSweatLibrary

USE MY TEMPLATE TO BUILD YOUR OWN CURRICULUM MATRIX

Colleagues have asked for more specifics about my LLC Matrix, so for this blog post I’m explaining the template I created so any school librarian can fill in their own subject curricula and library lessons.

This visual organizer helps you create collaborative Library Lessons throughout the school year and across grade levels. Spreadsheet fields for grade-level subject area units & assessments, Information Literacy Skills, and National School Library Standards.
My Matrix Template is available from No Sweat Library, my TPT store, but for my email group it’s a free download from our e-List Library.
If you’re not on my mailing list, join now so you can access all the valuable FREE school librarian tools I offer there. Plus you’ll receive a personal email when I add a new blog post!
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The No Sweat Library Lesson Curriculum Matrix Template contains 5 tabbed spreadsheets:

No Sweat Library Lesson Curriculum Matrix snip of tabs

  • a year-long Library Scheduler overview page.
  • 3 tabbed pages for Grade levels, in my case 6g, 7g, and 8g. (Add additional pages by copying one of the spreadsheets and rename tabs to align with your own grade levels.)
  • an Example sheet with some of my No Sweat Library Lessons entered to guide you through filling in your own information.

For each grade level spreadsheet, the Subject Area rows are listed down the left side, along with rows for Information Literacy and National School Library Standards. The Grading Period Week columns are across the top and between each subject. There is a separate block for each of the two semesters. Notice the “Freeze” entry: this feature allows you to slide the relevant time period next to the Subjects column.
(Customize subjects & grading periods for your situation.)
Library Lesson Curriculum Matrix Grade Level sheets - Grade level pages of the visual organizer Template that lets School Librarians organize subject curricula and Library Lesson. #NoSweatLibrary

Here’s the step-by-step process for filling in the LLC Matrix Template:

  1. Begin with a single subject area for your lowest grade level.
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  2. Using the subject’s curriculum guide/scope & sequence, enter content unit titles/themes into the field for the week they begin. (I italicize these to keep them distinct from my library lesson information.)
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  3. Library Lesson Curriculum Matrix snip of color blocks - Lesson color blocks of the visual organizer Template that lets School Librarians organize subject curricula and Library Lesson. #NoSweatLibraryLook through the cg/ss for classroom assignments that could benefit from a library lesson or library resources. For the week you think it’s needed, colorize the block (the same color as the subject area) and type “Library Lesson” or “Library Resources.”
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  4. In the Information Literacy row, under the corresponding week, add the skills that can be introduced and/or type of resource.
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  5. Grab another subject area cg/ss for the grade level, and fill in units & identify probable library lessons or resources. Do this for each different subject at that grade level.
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  6. Move to the next grade level and fill in subject area units and possible library lessons & resources. As you progress through each grade, keep in mind what you identified at prior grade levels, so you can plan a review and then introduce new skills.
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  7. Once you have a preliminary LLC Matrix, pull out Library Lesson Plans that you regularly teach and replace your own Lesson info as shown in the example above. Be sure to enter National School Library Standards into the appropriate fields. (I like to enter my lesson Title into the subject row and the lesson Theme or Learning Target into the Info-Lit row.)

When you’ve finished your LLC Matrix, you’ll have a thorough picture of all subject area curricula and where you can create more lessons to introduce, review, and build Library Information Literacy Skills. You may also see the need to enhance the library’s print or digital collection to meet a curricular need you weren’t aware of.

Your LLC Matrix may occasionally need changes as standards and course curricula change, but if you keep up with it, you’ll always have a broad view of library visits and the Info-Lit Skills you cover for the grade levels.

The Library Lesson Curriculum Matrix is a great tool to show your principal during evaluations, so they understand how valuable you are to classroom learning!

HOW TO USE YOUR LIBRARY LESSON CURRICULUM MATRIX

Collaborate with Teachers using the Library Lesson Curriculum Matrix - Use the No Sweat School Library Lesson Curriculum Matrix Template to plan Library Lessons with subject area teachers, and take a printout along when approaching them to schedule a library visit. They'll be convinced that collaborating with the School Librarian will benefit their students! #NoSweatLibraryCreating the Library Lesson Curriculum Matrix is the easy part. Creating specific Library Lessons is a bit more challenging. The really hard part is convincing teachers that students will benefit from a Library Lesson! Here’s how I do it:

  • At the start of each grading period I look over the upcoming library lessons & resources for that span in my Matrix. I select & print out enough of the Matrix so those teachers see how important their place is in building Info-Lit skills.
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  • I also print out each Library Lesson Plan so teachers can see how I incorporate their unit Standards and activities as a focus for the library skills lesson.
    When only library resources are needed, I use my Library Lesson Short Form for Teacher Requests (available on my FREE Librarian Resources page).
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  • During their conference period, I go to each subject area teacher and show them the LLC Matrix and their Library Lesson Plan. I make it pretty easy for them to say “Yes, indeed, let’s do this!”
    (For resources & Short Form, I suggest a “quick lesson” so students know how to best use the materials.)
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  • I also bring a selected print-out of the Library Scheduler spreadsheet and when I pull it out for scheduling their library visit they’re pretty impressed to see what a School Librarian’s job is all about!

You may be thinking, “Wait, shouldn’t we collaborate with the teacher before we create the Library Lesson Plan?” Uh, NO. In my experience, teachers who are unfamiliar with librarian collaboration can’t envision how we can help them. But, they’ll consider a library visit when we show them a concrete example of how we use their content to teach library skills that enhance classroom learning and increase student achievement.

NoSweat Library Lesson Planner Template - page 1

My No Sweat Library Lesson Planner Templates are available for download from my FREE Librarian Resources page!

Learn more about using my Library Lesson Planner Template from these blog posts:

 Library Lesson Short Form for Teacher Requests - Print out this abbreviated form of the Library Lesson Planner Template and use it when teachers walk in with lesson requests! #NoSweatLibrary
Short, Simple, and Relevant School Library Lessons
How to Build a High Quality, Standards-Based School Library Lesson

GO FORTH & COLLABORATE WITH YOUR CURRICULUM MATRIX

Once you’ve completed your Library Lesson Curriculum Matrix, I know you’ll rely on it to develop your lessons and purchase resources. And when colleagues, teachers, and administrators see this tool, your professional standing with them will skyrocket! BTW, I’m open to any suggestions you may have for improvement…just put it in the Comments below.

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