Librarian’s role in creating readers

Title: Librarian’s role in creating readers

Author:National Library of New Zealand

Full Text & Source:http://schools.natlib.govt.nz/creating-readers/creating-readers-strategies/librarians-role-creating-readers

The Internet, Online, 4/05/2016

Sample Text:

School librarians are an important member of the group of adults charged with creating readers, which includes parents, teachers, librarians. Ways you can help students become engaged readers range from providing opportunities to read for pleasure and a diverse collection to partnering with families, public librarians and teaching staff.

Contents

Reader development supported by the school librarian
Promoting the library collection
Targeting the librarian’s professional expertise
Further information

Reader development supported by the school librarian

“Reader development” means active intervention; “selling” the reading experience and what it can do for the reader to:

  • increase children’s confidence and enjoyment of reading
  • open up reading choices
  • offer opportunities for people to share their reading experience
  • raise the status of reading as a creative activity.

Rachel Van Riel has developed this concept to encourage, support and foster audience engagement with reading and literature.

Collaborating with teachers, parents/whānau and local public library staff is an important way of helping stimulate and reinforce a reading culture within the school and school community. Activities might include:

  • promoting a print-rich environment in the library, classrooms, online and at home
  • delivering an annual programme of reading, writing and oral language activities
  • organising special events supporting literacy.

Read more about the school librarian’s role in the library team

Promoting the library collection

To target collection development and reading incentive programmes, build a profile of your community. A wide variety of relevant and culturally inclusive resources is vital to appeal to all students. Knowing your students’ interests as well as their reading abilities, helps librarians to match books with readers successfully and to do “book talks” that are most likely to engage the children.

Ways to help students to choose books include:

  • creating reader-friendly environments using clear, helpful signage and attractively displayed resources with plenty of face-out display of book covers
  • building an inclusive collection with a wide range of resources and formats
  • promoting books across ages such as promoting sophisticated picture books and easy reading fiction as “quick reads” to older children, helping encourage struggling readers to find books that suit their abilities.

Read more about helping students choose books for reading pleasure

Targeting the librarian’s professional expertise

There are various ways you can work collaboratively with teachers, parents / whānau and the wider community by sharing knowledge, expertise and resources. For example, working with teachers to learn students personal interests as well as their reading abilities, you can better help match books with readers. Knowing students interests also helps you to promote books and do “book talks” that are most likely to interest the children.

Read more about building collaborative relationships

Collaborating with teachers

Library staff can work in partnership with teachers by exchanging ideas and co-creating opportunities to support student literacy initiatives.

Examples of successful library staff collaborations with teachers include:

  • to promote use of sophisticated picture books and online tools such as book trailers as promotional tools (DOC).
  • working with English teachers to ensure best possible outcomes for students and the school’s NCEA programme
  • working with literacy leaders to increase teacher knowledge of literature for children and young people, including digital resources. This could form part of your school’s professional learning programme.

Read more about school staff as readers

Liaising with parents

Ways you can help readers by involving parents / whānau include:

  • providing selected book lists to parents targeted to their child’s interests and reading level
  • inviting parents into the library to choose books for and with their children
  • promoting series fiction to parents
  • sending messages home to parents about great read-alouds and great new books.

Read more about Home-school partnerships for fostering literacy at home.

read the full article online……

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Treasures In Full – W.Shakespeare In Quatro

Shakespeare

British Library On Shakespeare

Title: Shakespeare In Quatro

Author: The British Library

Full Text & Source: http://www.bl.uk/treasures/shakespeare/homepage.html

The Internet, Online, 4/5/2016

Sample Text

(Sections With Live Links)

Background Information

The Afterlife

Partners

The Texts

Not all of William Shakespeare’s plays were printed in the first folio of 1623.

Topics:

Main The Basics Back

Ground

The

Afterlife

The

Texts

Expert

Views

Reference Links Glossary
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Virtual Hymnal

Hymns

Title: Hymns – An Online Hymn Book

Author: Marcus Tidmarsh

Full Text & Source: http://www.songandpraise.org/

The Internet, Online, 3/5/2016

Sample Text:

Most Popular Hymns

Amazing Grace
Ave Maria
Jerusalem
Holy, Holy, Holy
The Battle Hymn of the Republic

Joyful, Joyful  (Sister Act 2)

Ave Maria by Celine Dion

Amazing Grace By Celtic Woman

The Singing Priests (Ireland)

 

 

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Novenas: Wonderful Prayers

Best of luck to all the school kids and university students doing exams. Do your best and say a prayer. Trust in God.

Title: Novenas

Author: Our Catholic Prayers

Full Text & Source: http://www.ourcatholicprayers.com/novenas.html

The Internet, Online, 3/05/2016

Sample Text:

The novenas we’ll cover on subsequent pages, including those to St. Joseph, St. Therese, St. Anthony, St. Jude, St. Benedict, the Holy Spirit, the Holy Souls in Purgatory, Our Lady of Perpetual Help, St. Anne, St. Philomena, and the Novena of Grace, are relatively simple. There are others in prayer books and websites such as these that include specific prayers for each of the nine days. Keep in mind, though that these prayers don’t contain some magic formula for God to honor these requests automatically at the end of a nine day period! Still, they encourage in us the spirit of perseverance that we need in our prayer lives.

 

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School Librarian’s Role in Reading Toolkit

Title: School Librarian’s Role in Reading Toolkit

Author: American Library Association

Full Text & Source: http://www.ala.org/aasl/advocacy/tools/toolkits/role-reading

The Internet, Online, 30/4/2016

Sample Text:

Excerpt from the School Librarian’s Role in Reading Position Statement

Reading is a foundational skill for 21st-century learners. Guiding learners to become engaged and effective users of ideas and information and to appreciate literature requires that they develop as strategic readers who can comprehend, analyze, and evaluate text in both print and digital formats. Learners must also have opportunities to read for enjoyment as well as for information. School librarians are in a critical and unique position to partner with other educators to elevate the reading development of our nation’s youth.

 

Read full article online………..

 

Posted in Blogs And Blogging, Books, Children, Education, Librarians, Library, Reading, School | Tagged , , ,

Shakespeare’s Works

Title: Shakespeare’s Works

Author: Shakespeare Resource Center

Full Text & Source: http://www.bardweb.net/works.html
The Internet, Online, 30/4/2016

Sample Text
William Shakespeare, in terms of his life and his body of work, is the most written-about author in the history of Western civilization. His canon includes 38 plays, 154 sonnets, and 2 epic narrative poems. The First Folio (cover shown at left) was published posthumously in 1623 by two of Shakespeare’s acting companions, John Heminges and Henry Condell. Ever since then, the works of Shakespeare have been studied, analyzed, and enjoyed as some of the finest masterpieces of the English language.

It is all the more wondrous when one can study the works and see Shakespeare developing as a playwright right there upon the pages. Love’s Labours Lost and the early comedies are the work of a gifted and clever author. Perhaps such plays alone would have earned him literary fame in later days. The grandeur of a Hamlet or King Lear, however, is the work of a master who learned from his own writing and long practice.

In his time, Shakespeare was the most popular playwright of London. As centuries have passed, his genius eclipses all others of his age; Jonson, Marlowe, Kyd, Greene, Dekker, Heywood—none approach the craft or the humanity of character that marks the Bard’s work. He took the art of dramatic verse and honed it to perfection. He created the most vivid characters of the Elizabethan stage. His usage of language, both lofty and low, shows a remarkable wit and subtlety. Most importantly, his themes are so universal that they transcend generations to stir the imaginations of audiences everywhere to this day.

His plays generally fall into four categories:

Pre-1594 (Richard III, The Comedy of Errors)
1594–1600 (Henry V, Midsummer Night’s Dream)
1600–1608 (Macbeth, King Lear)
Post-1608 (Cymbeline, The Tempest)

The first period has its roots in Roman and medieval drama—the construction of the plays, while good, is obvious and shows the author’s hand more brusquely than the later works. The earliest Shakespeare also owes a debt to Christopher Marlowe, whose writing probably gave much inspiration at the onset of the Bard’s career.

The second period showed more growth in style, and the construction becoming less labored. The histories of this period are Shakespeare’s best, portraying the lives of kings and royalty in most human terms. He also begins the interweaving of comedy and tragedy, which would become one of his stylistic signatures. His comedies mature in this period as well, portraying a greater characterization in their subjects.

The third period marks the great tragedies, and the principal works which would earn the Bard his fame in later centuries. His tragic figures rival those of Sophocles, and might well have walked off the Greek stage straight onto the Elizabethan. Shakespeare is at his best in these tragedies. The comedies of this period, however, show Shakespeare at a literary crossroads—moody and without the clear comic resolution of previous comedies. Hence, the term “problem plays” to describe them.

The fourth period encompasses romantic tragicomedy. Shakespeare at the end of his career seemed preoccupied with themes of redemption. The writing is more serious yet more lyrical, and the plays show Shakespeare at his most symbolic. It is argued between scholars whether this period owed more to Shakespeare’s maturity as a playwright or merely signified a changing trend in Elizabethan theatre at the time.
read the full article online………..

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William Shakespeare Poems

Title: William Shakespeare Poems

Author: Linda Alchin

Full Text & Source: http://www.william-shakespeare.info/william-shakespeare-poems.htm

The Internet, Online, 28/4/2016

Sample Text:

THE POEMS OF WILLIAM SHAKESPEARE
William Shakespeare is referred to as a Literary Genius and much of this praise is due to the wonderful words of his short sonnet poems and his extended poems as detailed on this page. He is the most widely read author in the whole of the Western World – his poems and quotes from poems are familiar to everyone. And yet when we think about Shakespear we immediately we think of his famous plays and not his less famous poems. During the Bard’s lifetime dramatists were not considered ‘serious’ authors with ‘serious’ talent – but it was highly fashionable to write poems. Plays were for entertainment poems were for the elite! There was not even such a thing as a custom built theatre until 1576! Actors were common folk. Poets of the era such as Christopher Marlowe, Sir Philip Sydney, Sir Walter Raleigh were of the nobility and there poems are still enjoyed today. These poets had credibility and so did their poetry. William Shakespeare came from Yeoman stock – he lacked credibility – his poems would have helped with this poblem !. The Bard did not give permission for one of his plays or his sonnets to be published. He was, however, happy to have his poems published. 

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