Promoting Reading Development

Introduction

Learning institutions have the duty of developing a culture of reading among students.  Reading helps students develop their intellectual and personal lives. Reading as a habit must be encouraged, as it does not come naturally to all students. Teachers, librarians, and library media specialists working in a learning institution must equip students with well-planned and deliberate patterns of reading. As students enjoy reading, their school experience also improves, they develop a mastery of class problems and personal situations facing them. Students can achieve their potential in life by developing a reading culture. A culture of reading gives them a greater sense of control of their learning experience and improves academic outcomes.  According to Curry (1994), there is a direct relationship between library media centers and a school’s reading level performance. The school media center refers to the media program available to students and teachers within a learning institution.  The school media center is synonymous with learning resources center and library media center.  With the evolution of technology, learning institutions have adopted new technologies to encourage reading in the digital age. Libraries have computers, printers, internet, smart and digital devices equipped with learning software that make it easy for students to locate books. Information and books are readily available to students in electronic formats. With the technology revolution, library staff and learning institutions must create effective media center programs and restructure their technology plans to provide new devices and content. A study by Pew Research Center (2013) reported that 93% of teenagers have access to computers and internet. High school students use the internet and digital devices primarily for entertainment and communication purposes; there is a need to encourage students to use the new tools for educational purposes too (Tait et al, 2013).

How Can Media Specialists Ensure That They Have Provided The Best Support For Literacy Within A School? Library media specialists now play a crucial role in learning institutions. The purpose of librarians has evolved to reflect the changes in library technology.  As noted by Lowe (2000), media specialists look at learning in terms information resources, processes, and technologies required for student success.  Library media specialists teach students to use appropriate information resources and appropriate technology to access specific resources and information.  According to Lowe (2001), library media specialists are pioneers in integrating technology skills into the library process. Students go to the library to solve information problems, and technology as a library tool can facilitate the faster problem-solving process.  The notion that technology has rendered librarians obsolete is not true; most librarians are have assumed the role of library media specialists with responsibility of educating themselves on how they can be more useful in the age of digital technology. Students can easily access books through the library’s online system, but library specialists can offer more services like suggesting other related books or websites that simplify information.  Learning institutions now subscribe to databases such as EBSCOhost and ProQuest; such databases have vast research information to help students solve learning problems. Nonetheless, students cannot utilize such resources without the help of media specialists. Technology is not the only factor shaping the role of media specialists. Other elements within and outside the curriculum also affect media specialists. Factors such as developmental level, book selection process, and technology support affect the work of the media specialists on a daily basis (Bates, 2014). 

Developmental Level

In the book, In Mind in Society, Vygotsky (1978) explored the relationship between learning and childhood development.  There is a need to ascertain the student’s developmental level to determine potential development that can be developed through guidance/ collaboration with other students, teachers, and library media specialists (Vygotsky, 1978).  When students begin school, they are introduced to the concept of the zone of proximal development (ZPD), whereby ZPD refers to the gap between actual development level and potential development.  Actual development level is determined by a student’s ability to solve the problem independently, whereas the potential development level is determined by the student’s ability to solve a problem through guidance (Noonan, 2013).  School library media specialists can fulfill their roles by taking into consideration the student development level. Media specialists should engage with students in the library to gauge their developmental level. Students tend to share information that they are knowledgeable about and the knowledge gaps that motivate them to visit the library. By taking time to engage with students, the media specialists will know the level of development and student interest. Media specialists should also be knowledgeable of the curriculum across the different levels of learning so that they can be of service to students across different levels (Noonan, 2013).  The specialists can also relate the student development level in learning with the general level of development. For instance, students in their teenage years value their independence and autonomy; hence, the specialists should offer help while being mindful of the emotional needs of the students. With the awareness of the actual developmental level, media specialists can guide help students attain potential development level.  Media specialists not only help students by providing physical access and a conducive environment for learning. Instead, they foster collaborative inquiry-based learning to help students solve their learning problems. 

Book Selection 

With the adoption of information technology, libraries now host millions of books, both physical and ebooks. Selecting books is a challenge for students, especially those with no experience of using the library. Library media specialists have a responsibility of simplifying the book selection process (Hoppe & Eaves, 2017).  There are some book selection tools and strategies meant to streamline the book selection process. Libraries have physical and an electronic catalog that contains a list of the books and their locations within the library.   The book selection process begins with information needs assessment whereby the student describes the level of learning and the learning problem. The media specialist will use the available tools to search for books, journals, and other sources to address the learning problem. Selection aids such as annotated bibliographies, table of contents, book reviews, and year of publishing can help media specialists and students to narrow down the book selection process.   Roe, Smith & Burns (2011) recommend the use of thematic literature units, guided reading, and literacy cycles.  Thematic literature units focus on the theme/ genre of the book. Library media specialists can help students locate books quickly when students are aware of the theme of the book they are looking for. On the other hand, literature circle is a situation whereby students come together to discuss and respond to a learning problem. Media specialists should support literature circles by creating an environment that enables students to engage in meaningful discussions within the library while taking advantage of the physical and online resources in a library.  Media specialists can offer guided reading to individual or groups to help them navigate the problem-solving process.  Give the crucial role of media specialists in learning; they should also adopt the use of metacognitive strategies. Metacognitive strategies are used by teachers to understand how their student's process information. As students learn, they use specific processes to acquire, process and manipulate new information.  Some students think aloud while others use checklist, organizers, and notes.  Media specialists should encourage students to use metacognitive strategies to help them learn better (Roe et al., 2011). For example, students who learn better by thinking aloud can take advantage of group learning and group discussions. Some students learn through extensive reading, and to assist such students, media specialists should provide them with as many resources as possible to address the learning problem. 

Technology Use

The digital technology is continually evolving. The library digital tools available nowadays are different from the tools from a decade ago. Libraries are now taking advantage of laptops, smart devices, Wi-Fi among other technological tools to improve the learning experience. As information technology specialists, media specialists are responsible for supporting the school’s digital resources. The media specialists model new technologies and processes to find out if they will have a positive effect on the learning process.  They have a responsibility to create user-friendly digital libraries that meet the needs of the students. For example, a digital library for an elementary school is different from a university level digital library because of the different learning needs. Regardless, the digital library should be user-friendly, and it should contain instructions to help users access learning materials easily.  Digital libraries are becoming the norm in today’s learning institutions.  According to Hunt & Luetkehams (2013), schools are taking advantage of digital libraries’ flexibility. In the past, institutions incurred many costs in building and equipping libraries, but with a digital library, students can access the university library remotely. Students are given unique login details to enable them to access the school’s digital library remotely through their personal computers, laptops, and smart devices. However, utilizing the resources in a digital library can be challenging. Digital libraries are often classified into three levels, online information level, specialized collections, and fine collections of papers. For example, on the online information level, a student can research a learning problem by using keywords to select relevant books; unfortunately, this level often entails generalized information that lacks scientific rigor.  Specialized collections and fine collections often contain the specialized information required by the students to address the learning problem.  Media specialists can teach students how to use specialized collections and databases within the digital library.  Students can access relevant information from specialized collections with keywords, year of publication, and specify the type of reading material. Some databases contain peer-reviewed journals that will provide the scientifically approved solution to the learning problem. 

Teacher Support 

Many teachers fail to take advantage of the school library and library media specialists when seeking support for differentiated learning (Shepherd et al., 2013).  Teachers often overlook the library media center when creating unit plans, developing curriculum, or during performance assessment.  Teachers must acknowledge the role of media center specialists, and seek to partner with them to improve learning outcomes.  The media center has print, audio-visual, and online material that can support the learning process. Students go to the library to conduct further research or to seek solutions to learning problems, and this shows that the role of teachers and library media specialists are interrelated.  Shepherd et al. (2013) posit that teachers and media center specialists should forge partnerships. Shepherd et al. (2013) mainly focus on pre-service teachers and teachers who are just starting their careers. Media center specialists are aware of the learning materials, how to locate them, and how to utilize them. In some cases, teachers often use a limited range of learning materials because they are not aware that the media center has vast resources.  Through collaborations, teachers will be aware of the supplemental reading materials that can help students improve their reading.  Additionally, media center specialists provide the first line of instructions on how to conduct library research (Shepherd et al., 2013).  Teachers often stress the importance of research, but they fail to provide real information on how to conduct research.  Research has a lot of benefits to reading and learning process. Research provides more reading information to supplement lessons.  Library media specialists are experts in the research process, and their expertise is useful to both teachers and students. Teachers can seek the input of media specialists when creating lesson plans, assignments, and supplementary work for students. Students can also use research to supplement their classroom reading and to address the problems they face during reading. Lastly, library media specialists encourage reading. The library is a conducive environment for reading; teachers can use the library to find reading books to share in classrooms while students can read books in the library (Shepherd et al., 2013). The library has a vast collection of reading materials unlike the limited reading materials found in classrooms.  Media specialists encourage reading among students by developing book clubs for different levels and reading challenges to promote reading. Students who enjoy reading will take advantage of reading clubs and reading activities organized by the media center specialists.  

Motivation 

Media center specialists should motivate students to take advantage of the media center resources (Vermillion & Melton, 2013).  Equipping the media center with the latest books, publications, and online technologies will not have a positive impact on learning if students fail to take advantage of the resources. Media specialists should create a strong media program and at the same time go out of their way to encourage students to take advantage of the media center resources. According to Vermillion & Melton (2013) media center, specialists should encourage learning institutions to invest in robust library media programs. Effective media programs take time and systematic planning. Media specialists should define the needs of the students first before seeking print and online material. A strong media program takes into consideration the needs of the students and the level of education. The program should also entail a vast collection of physical and online material to support the needs of the students.  Notably, the adoption of the internet has been pivotal in motivating students to use the media center. The internet enables students to access the media center remotely at home or from the classroom.  Library media specialists should assert themselves as leaders in learning institutions. Media specialists should not be content in playing a supportive role to teachers; instead, they should create programs meant to improve academic achievement in the school. For example, media specialists can come up with challenges and contests to encourage students to explore latest learning materials and technologies.  Media centers are created to benefit students; hence media specialists should actively engage with students through new programs (Hoppe & Eaves, 2017). Media center specialists can also seek the support of teachers and administrators to motivate students to use the media center. Through partnerships with educators and the administration, media specialists will play a more significant role in the learning institution. The media specialists will be involved in curriculum development, lesson planning, and performance evaluation. Consequently, teachers and the administration will also encourage students to use resources within the media center. 

Parental Involvement

Library media specialists encourage reading in school and at home. Media specialists work with teachers and students while in school, but they should also encourage parental involvement to foster a culture of reading at home too (Hoppe & Eaves, 2017).  The media center serves as a significant resource for reading; students visit the media center for academic and recreational reading.  By engaging with parents, media specialists can educate parents how to motivate their children to read. There are many distractions at home that make almost impossible to read; hence parents need skills on how to motivate their children to read amidst the distractions.  Media specialists can also provide parents with information on the importance of reading at home and how to help their children with reading. Parents recognize the importance of reading at home, but in most cases, they do not know how they can help their children. Media specialists can conduct seminars to educate parents on how to help their children based on their performance and reading level. Media specialists can suggest to parents to buy supplemental reading materials based on what students read in the classroom and at the media center.  Lastly, media specialists can work with parents to encourage recreational reading among students. Reading can be pursued as a past time activity at home. Media specialists can partner with parents to encourage students to take part in reading challenges and reading events such as ‘language week.’ Students who read at home for recreational purposes are more likely to visit the library for academic purposes. 

Conclusion 

In conclusion, library media specialists do more than read books to children. Media specialists order new learning materials, they update technology and offer support to students, teachers, administration, and parents among other responsibilities.  As the role of media specialists grows, there is a need to empower them too. Media specialists should be educated to enable them to take a more active role in education. Highly educated media specialists will support teachers in curriculum creation, research skills, and technology use while taking into consideration student developmental level.  Additionally, media specialists can only fulfill all their responsibilities by getting involved. Media specialists should resist taking a passive role. Media specialists should take active roles in decision-making and planning regarding the media center technology, student needs, and stakeholder engagement. Media specialists will only make a real difference in learning through effective partnerships with students, teachers, and parents.

References

Bates, N. (2014). Developing a campus culture of reading. Knowledge Quest, 42(5), 70. Curry, K. L. (1994). The Impact of School Library Media Centers on Academic Achievement. School Library Media Annual (SLMA), 12, 188-97.  Hoppe, K., & Eaves, P. (2017). A Teacher Librarian and a Digital Learning Leader: What Twitter Lunch and Learn Taught Us. Teacher Librarian, 44(5), 34. Hunt, R. D., & Luetkehans, L. (2013). The Insider: School Librarians as Part of a Blended Professional Learning Community for Student Teacher Development in Technology Integration. School Libraries Worldwide, 19(1), 13. Lowe, K. R. (2001). Resource alignment: Providing curriculum support in the school library media center. Knowledge Quest, 30(2), 27. Noonan, S. J. (2013). How real teachers learn to engage all learners. R&L Education.

Roe, B., Smith, S. H., & Burns, P. C. (2011). Teaching reading in today's elementary schools. Cengage Learning. Shepherd, C. E., Dousay, T., Kvenild, C., & Meredith, T. (2015). Fostering technology-rich service-learning experiences between school librarians and teacher education programs. Knowledge Quest, 44(2), 44. Tait, E., Martzoukou, K., & Reid, P. (2016). Libraries for the future: the role of IT utilities in the transformation of academic libraries. Palgrave Communications, 2 (70), 1-45. Vermillion, P., & Melton, M. (2013). Library-Classroom Collaboration Stimulates Reading, Teaches So Much More. Teacher Librarian, 41(1), 42.

Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. (Cole, M., John-Steiner, V., Scribner, S., & Souberman, E., Eds.). Cambridge, MA: Harvard University Press.