Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Reading and the Classroom Library. |
| Quelle | (2001), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Childrens Libraries; Elementary Education; Individualized Reading; Librarian Teacher Cooperation; Reading Habits; Reading Programs; School Culture; School Libraries; Sustained Silent Reading; Technology Integration |
| Abstract | The school library is very important in developing a quality reading program. The library books and other reading materials need to be varied and on various levels of reading complexity so that students can read meaningfully without facing failure in word recognition and comprehension of ideas. This paper discusses school libraries and their various functions. The paper explains that sustained silent reading and individualized reading programs can be held in the school library and that technology has contributions to make as a library resource in a plethora of ways. It finds that schools are increasingly using technology to improve student reading and study habits. The paper suggests that the local school conduct research to ascertain whether the library is being used by students to obtain necessary information in answer to problems and questions in reading. It advocates rating the library in a questionnaire for students and teachers and then evaluating the results to study the library's strengths and weaknesses; student interviews may also be conducted to ascertain the kinds of library services desired to improve reading habits. The paper also discusses conducting workshops for improving library services, holding faculty meetings to establish objectives for library use, encouraging students to take library books home for reading, developing a community of readers which includes library supporters, and creating activities this community of readers may engage in. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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