Beyond the Classroom

Autor/inn/en	Smith, Malbert III; Schiano, Anne; Lattanzio, Elizabeth
Titel	Beyond the Classroom
Quelle	In: Knowledge Quest, 42 (2014) 3, S.20-29 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-9046
Schlagwörter	State Standards; Program Implementation; Models; Reading Programs; Educational Change; Librarians; Library Role; Difficulty Level; Reader Text Relationship; Measurement Techniques; Measurement Objectives; Misconceptions; Reading Ability; Reading Achievement; Elementary Secondary Education; Change Strategies; Educational Practices; Measures (Individuals) + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungsreform; Librarian; Bibliothekar; Bibliothekarin; Schwierigkeitsgrad; Messtechnik; Missverständnis; Reading competence; Lesekompetenz; Leseleistung; Lösungsstrategie; Bildungspraxis; Messdaten
Abstract	We are at a transformative moment in education with the almost universal adoption (forty-five states, the District of Columbia, and four territories) of the Common Core State Standards (CCSS). As we move from adoption to implementation of these standards across the country, the climate for educational reform has led to expectations of change that are unprecedented in scope. As educators and policymakers embark on implementing these new standards, they are seeking ways to effectively maximize the use of existing resources and strengthen partnerships in both the public and private sectors. There is no doubt that school and public libraries and librarians across this country play an essential role in reaching this "Holy Grail." With the implementation of the CCSS, libraries should be one of the most valued and trusted resources for teachers, parents, and students. Why are school and public libraries so well positioned to take on this role? A look at the six critical shifts from previous standards to the Common Core State Standards for English Language Arts and Literacy (EngageNY n.d.) brings this connection to light. Other than classroom teachers, no other professionals are so well suited to address these core issues as librarians are. The CCSS Initiative stresses the importance of text complexity if we are to successfully prepare students for reading demands after high school. The Common Core cites Lexile measures as key indicators of text complexity and provides recommended Lexile grade bands for reading development to ensure students are on track for college and career text demands. Consistent with the conceptual triangle of text complexity, the Lexile Framework was created within the transactional nature of students' relationship with text. Unlike some quantitative text-complexity tools that are just "text-centric," the Lexile Framework was created through a conjoint measiurement model of both reader text. The Lexile Framework for Reading provides a common developmental scale and measure to match readers with resources and activities that are targeted to readers' ability levels. (ERIC).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10