I am in the process of introducing spine labels at school, encouraged by the fact that most schools do so.
It has helped me immensely in helping students (or myself) in choosing a good book to read. It is part of a broader objective to move the school towards genreifying the fiction collection. Research has shown that dividing the fiction collection into genres does increase borrowing. Students feel more guided in their selection of books to read.
I have had some conversations with students this week telling them about the spine labels and they are in fact excited by the idea. It might be because its a fresh idea, or being able to easily find books in a genre that interests them.
The labels are primarily being sourced from Raeco, but some will be made in house.
I cannot find anything explicit on research about the impact of genre labels on books. However research on the broader topic of genrefication might give us some answers or clues like the link provided here.
Feel free to download and use the poster that I created for my students. It doesn't need to be too fancy.
Friday, April 13, 2018
Friday, April 6, 2018
Special Needs Students and the Library
This week, I have reflected on why some schools may timetable special needs students for library classes. I have filled in two schools where such programs operate, but never have asked myself why or what the school's purpose is.
I thought about it and realised that the sessions are not just to support their development of literacy skills or to develop basic information literacy skills, but to promote inclusiveness within the broader school community.
As a teacher librarian, it is part of my role to provide library services to all students regardless of their learning abilities.
All students are entitled to equitable access to the library along with its collections, resources and spaces.
Then I have asked myself this question: What skills or abilities have I demonstrated through undertaking the program's with the students?
If I had to place this into one sentence, I would state that I have through accomodating special needs students, I have provided equitable and convenient access to library services and collections.
I thought about it and realised that the sessions are not just to support their development of literacy skills or to develop basic information literacy skills, but to promote inclusiveness within the broader school community.
As a teacher librarian, it is part of my role to provide library services to all students regardless of their learning abilities.
All students are entitled to equitable access to the library along with its collections, resources and spaces.
Then I have asked myself this question: What skills or abilities have I demonstrated through undertaking the program's with the students?
- Modified instruction to accommodate special needs e.g repetition of tasks or instructions.
- Teaching at a slower pace e.g. reading information slowly.
- Use of visual cues e.g. showing number cards in bingo for students to read and placing them on the table in order.
If I had to place this into one sentence, I would state that I have through accomodating special needs students, I have provided equitable and convenient access to library services and collections.
