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Think you haven't? Sure you have!
Evidence-Based Practice Scenario
Marybeth Snyder
My Grade 12 Literacy class students were asked write a formal letter to the Teacher-Librarian outlining their interests and past times as well as their reading preferences. (This activity re-enforced self-analysis skills as well as letter writing skills.)
The reason I did this was because many in the Literacy class were self-professed non-readers. They were reluctant to engage in any written text. Several stated that they never went to the school library. This activity showed them that they could be successful with a little assistance.
I analyzed the students’ letters and made personal reading selection(s) based on their individual interests. The classroom teacher roused interest-promoting anticipation of coming to the library to get their “personally-selected book”. I “book talked” themes of common interest and then spoke individually with each student about the selections made for them.
Together with the classroom teacher, we gathered anecdotal evidence from student responses and classroom activity such as:
Also, the classroom teacher had this to say:
“The Teacher-Librarian personally selected a book for each student in my class according to the interests expressed in a personal letter sent to the TL. I have never had such positive feedback from students. They were very excited about the books they received. One remark that I heard repeatedly was that they never went to the library because they didn’t know what to choose or where to even start looking. Now they agreed that they would not hesitate to ask her for assistance again. “
The students were also asked to respond briefly to the following:
The instruction provided by the Teacher-Librarian helped me: ______________________________________________________
I could use additional assistance/instruction in the following areas: __________________________________________________