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Reading and the Elementary School Library Specialist Institute
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Reading and the Elementary School Library Media Specialist"Reading and the Elementary School Library Media Specialist" is available for nationwide use throughout the profession by the American Association of School Librarians (AASL), a division of the American Library Association.
The Institute
Information Power and "Reading and the Elementary School Library Media Specialist"
Topic Outline
Participants Outcomes
Potential for Credit
Hosting an AASL Regional Institute
The InstituteThis workshop addresses critical topics in reading for library media specialists who teach PreK-6th grade students. An instructor will guide your group through this one-day workshop that provides you with an opportunity to increase your understanding of current research on reading instruction, discuss how it informs school library programs, explore reading strategies, and explain what the library media specialist can do to strengthen their role as a literacy leader in their school. During this full-day session, presenters will be given a brief overview of Using print and electronic resources, the facilitator will work with attendees to cultivate the confidence to adopt and understand the tools which strengthen student reading strategies. You will have time and opportunities to connect with other professionals and establish networks to work together to effect change.
Learn more about your Reading and the Elementary School Library Media Specialist Presenters.
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Information Power and "Reading and the Elementary School Library Media Specialist"The AASL Regional Institute: Reading and the Elementary School Library Media Specialist ties into two of the ideas ñ learning and teaching -- that underlie the vision of library media programs presented in Information Power: Building Partnerships for Learning. Each is integral to every aspect of the library media program and every component of the school library media specialist's role.
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Topic OutlineLegislation, trends, and studies
Classroom reading instruction
Reading strategies
Professional literature
Advocacy
Technology and reading
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Participant OutcomesExamine how reading instruction strategies are vital to SLMS
Address trends, legislation (NCLB) and studies
Describe current programs and levels of reading strategy knowledge
Provide an overview of classroom reading instruction
Incorporate SLMS as reading instructional partner
Integrate reading instruction in the LMC
Describe how reading instruction and advocacy are vital to LMC
Locate reading resources; print and digital
Design promotional activities to motivate readers
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Potential for CreditAlthough AASL does not offer credit to regional institute participants, host organizations are encouraged to use the following information and ideas to arrange credit through appropriate credit-granting institutions.
8 hours of content
Additional possibilities to meet time requirements for credit:
- Writing an extended evaluation
- Writing response to three articles
- Submitting a completed personal action plan
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Hosting the AASL Regional Institute: Reading and the Elementary School Library Media SpecialistAASL licenses this regional institute to organizations. The licensee pays AASL a licensing fee for a one-time presentation of the institute. AASL supplies the presenter(s) and content; the licensee sets its own registration fee and is responsible for all local planning, logistics and publicity.* View the licensing terms.
Interested in hosting this regional institute? For complete details on available dates, program outline and license agreement contact:
Kelly Bishop
Manager, Professional Development
American Association of School Librarians
50 E. Huron St.
Chicago, IL 60611
Phone: 312-280-4386
Fax: 312-280-5276
E-mail: aaslprofdev@ala.org
*Note: Presenter(s) and specific content may vary by date and site. AASL provides a handout master as a PDF file on disk, which the licensee is required to reproduce in hardcopy for its audience. AASL reserves the right to choose the presenter of all licensed Regional Institutes.
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Last Revised: April 25, 2008
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